Short Blocks

Maths Year 1 Summer Addition & Subtraction (B)

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Number bonds to 10; add to next 10 (suggested as 2 days)

Objectives

Rehearse number bonds to 10; add to next 10
Unit 1: ID# 1777

National Curriculum
Add/Sub (i) (ii) (iv)

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Point out how important it is that we know bonds to 10. Use fingers to rehearse the pairs of numbers which make 10, and play finger Ping-Pong. Identify matching pairs which make 10; write number sentences. Spot addition pairs to 10, mixed in with pairs having other totals.
Group Activities
-- Use a ‘ten-grid’ to visualise number bonds to 10.
-- Turn a card and say the matching number bond to 10 or 20 before the time runs out.

Day 2 Teaching
Use a bead bar 1-100 and demonstrate how many beads we need to add to 18 to make 20, then to 28 to make 30, then to 38 to make 40, etc. Can you see the pair to 10 which helps here? Repeat to show 25 plus 5, then 35 plus 5, etc. Then show 46 + 4 = 50, 56 + 4 = 60, etc.
Group Activities
-- Turn over a 3-8 card; work out how many more to add to reach the next 10 (working with numbers up to 100).
-- Work out a missing number using number bonds.

Day 3 Teaching
Use a 1-100 number grid. Point at 47. How many more to reach 50? Say you do NOT want them to count on in 1s! Which number bond can help? Use Fly to model a short flight of 3 from 47 to 50. Record 7 + 3 = 10 and 47 + 3 = 50. Repeat, starting on 38, then 56 and 91, using Fly.
Group Activities
Use the ‘10 to 50 challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Pairs game, matching numbers with corresponding number bond to 10.
-- Learn a number bond song. Use number bonds to create number sentences.

You Will Need

  • IWB or flipchart
  • Ten grid (see resources)
  • Counters and bears
  • Number cards 0-10 or 0-20
  • Sand timer and bead bar
  • Class set of 100 bead strings
  • Number cards 3-8
  • Mini-whiteboards and pens
  • 100 bead strings
  • Number sentences written on strips of paper
  • 1-100 number grid (see resources)
  • Plastic fly
  • Additional activity sheets (see resources)

Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Mark numbers on a 100 grid (pre-requisite skills)

Suggested for Day 3
Adding 10s to 2-digit numbers (simmering skills)

Procedural Fluency

Day 1
Complete the missing number bond to 10. Join pairs to 10.
Complete the missing number bonds to 10 and 20. Join pairs to 20.

Day 2
Calculate how many more need to be added to make the next 10.

Day 3
Interpret a bar model to work out the complement to 20.
Interpret a bar model to work out the complement to the next multiple of 10 (numbers to 90).

Mastery: Reasoning and Problem-Solving

  • Complete each sentence:
    5 + ☐ = 10
    ☐ + 6 = 10
    10 = 1 + ☐
    3 + ☐ = 10
    ☐ + 2 = 10
    7 = 10 – ☐
  • 10 fish were in the sea. A shark ate 4. How many fish left?
  • 10 flies were in the web. Spider ate 3. How many now?
  • True or false?
    Adding 2 to numbers ending in 8 always gives a ‘10s’ number
    4 less than any 10s number is a number ending in 7.
    A number ending in 5 is always halfway between two 10s numbers.

In-depth Investigation: 10 to 50 Challenge
Children find which numbers they can add repeatedly to 10 to land exactly on 50.

Extra Support

Awesome Pairs to 10
Finding pairs which make 10

Unit 2 Add by bridging 10 using number bonds (suggested as 2 days)

Objectives

Add by bridging 10 using number bonds to 10
Unit 2: ID# 1787

National Curriculum
Add/Sub (i) (ii) (iv)

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children the bead bar. Slide 8 beads to one side. Model adding 3 by sliding 2 beads to make 10, then 1 more. Repeat to show 7 add 5 by adding 3 to make 10 and then adding 2 more beads. When we add in two steps like this, stopping at 10, we call it bridging 10. Repeat, to find 8 + 5, 6 + 5 and 9 + 6, bridging 10 on the bead bar, with children replicating on bead strings.
Group Activities
-- Add two single digit numbers by bridging 10, using either a bead string, beaded line or number grid.

Day 2 Teaching
Show children a 1-100 number grid and Fly. Remind them that Fly can make a short flight to the next 10 from any number. Demonstrate adding 5 to 25 using Fly. Then model adding 5 to 17, using Fly to go to 20 first, and then counting on 2 more. Record: 17 + 5 = 22. Do you see how we bridged 20, a 10s number? Repeat for 28 + 6 and 36 + 5.
Group Activities
-- Calculate additions, bridging a 10s number using Fly.

Day 3 Teaching
Use a 100 bead bar to show children 36 + 5, an addition bridging 10. Then discuss how we can recognise if an addition will need to cross a 10s number. Repeat for 57 + 4 and 35 + 7. Model drawing hops for 35 + 7 on a beaded line.
Group Activities
Use the ‘Dice to 10’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Decide whether additions will cross a 10s number; sort.
-- Create and sort number sentences, deciding whether they will cross a 10s number or not.

You Will Need

  • 100 bead bar
  • Class set of 100 bead strings
  • 0-20 beaded line (see resources)
  • 1-100 number grid (see resources)
  • Plastic fly and counters
  • Number sentence cards (see resources)
  • Flipchart
  • Additional resource sheets (see resources)
  • Blank strips of paper/cards

Procedural Fluency

Day 1
Use a beaded line to bridge 10: answers <20.
Use number bonds to help add to the next 10 and beyond: answers <35.

Day 2
Use number bonds to 10 to solve additions by bridging 10s.

Day 3
Choose number sentences to solve using number bonds to bridge 10s.

Mastery: Reasoning and Problem-Solving

Write the sum Fly does before doing each of these additions. The first one is done for you.
36 + 6 = ☐
Fly does 36 + 4 = 40
Then +2. 36 + 6 = 42

48 + 4 = ☐
Fly does 48 + ☐ = ☐
Then +☐. 48 + 4 = ☐

57 + 5 = ☐
Fly does 57 + ☐ = ☐
Then +☐. 57 + 5 = ☐

25 + 7 = ☐
Fly does 25 + ☐ = ☐
Then + ☐. 25 + 7 = ☐

39 + 3 = ☐
Fly does 39 + ☐ = ☐
Then +☐. 39 + 3 = ☐


In-depth Investigation: Dice to 10
Children roll a pair of dice to generate 2-digit numbers and think which order they need to use the digits so that the complement to the next multiple of 10 is on the dice.

Extra Support

Mystery Sums
Finding how many more are needed to make 10

Unit 3 Bridge 10 to subtract with number bonds (suggested as 2 days)

Objectives

Subtract by bridging 10 using number bonds to 10
Unit 3: ID# 1811

National Curriculum
Add/Sub (i) (ii) (iii)

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show 15 beads. What is 15 subtract 5? Agree that we need to take away 5 beads. Do we need to count back? No! We can take 5 from 15 without doing any counting! Show that we can use this to do 15 – 8. First we subtract 5 (to get to 10) then we take away another 3. Do we know 10 – 3? Yes! Record 15 – 8 = 7. Repeat for 14 – 6, 13 – 7 and 17 – 9.
Group Activities
-- Use place value and number bonds to calculate subtractions, bridging 10.

Day 2 Teaching
Show children a bead bar. Use this to model 12 – 5 and then 13 – 4. In each case show children how we can target the 10, then use number bonds to do the second part. Draw steps on a 0-20 beaded line. Reinforce by doing 14 – 5 and 14 – 6.
Group Activities
-- Subtract, targeting 10, using a landmarked number line.
---Subtract, targeting 10, using bead strings and beaded lines.

Day 3 Teaching
Present some subtractions on cards, e.g. 11 – 3, 11 – 6, 15 – 3, 15 – 6, 13 – 2, 13 – 4, 16 – 3, 15 – 6, 15 – 4. Which do you think will have an answer more than 10? Discuss with children how they can tell. What do we look at? Is the number being taken away larger or smaller than the 1s digit in the teens number? When we can see the answer is going to be less than 10, we can use ‘Target the 10’. We can call this T10 for short. If the answer is going to be more than 10, we can count back or use a number fact to help.
Group Activities
Use the in-depth problem-solving investigation ‘Pairs of numbers’ from NRICH as today’s group activity.
Or, use these activities:
-- Roll a dice; subtract that number from 13 or 12, discussing methods used.

You Will Need

  • Bead bar
  • Cloth
  • Flipchart
  • 0-20 beaded lines (see resources)
  • Bead strings
  • Whiteboards and pens
  • IWB
  • 0-20 landmarked lines (see resources)
  • Pre-prepared subtraction cards
  • 0-20 (or 0-100) bead bar
  • Dice

Mental/Oral Maths Starters

Suggested for Day 1
Comparing 2-digit numbers (simmering skills)

Suggested for Day 2
Comparing and estimating (simmering skills)

Suggested for Day 3
Telling the time (simmering skills)

Procedural Fluency

Day 1
Consolidate subtracting using place value and number bonds. Subtracting in 2 steps by bridging: subtract to 10 then use number bonds to subtract from 10.

Day 2
Subtract, showing the ‘Target the 10’ strategy on beaded lines.

Day 3
Reason about whether subtractions will bridge 10.
Create number sentences that do and do not bridge 10.

Mastery: Reasoning and Problem-Solving

  • Write the missing numbers
    17 – 7 = ☐
    17 – 8 = ☐
    14 – 4 = ☐
    14 – ☐ = 9
    16 – ☐ = 10
    16 – 8 = ☐
    24 – 4 = ☐
    24 – 8 = ☐
  • Make up a subtraction of your own using two of these three numbers.
    15, 6, 5
    Write the answer.

In-depth Investigation: Pairs of Numbers
Find all the pairs of numbers which make 10, 11, 12 and 13. Pairs of Numbers from nrich.maths.org.