Short Blocks

Maths Year 1 Summer Addition & Subtraction (C)

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 facts to add and subtract money (suggested as 3 days)

Objectives

Use number facts in adding and subtracting money
Unit 4: ID# 1823

National Curriculum
Add/Sub (i) (ii) (iii) (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.
9. Begin to be aware of unit patterns.
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 a 0-20p money line; mark 8p and say you want to add another 5 pennies. Write 8p + 5p = __ p. Let’s add by bridging 10p. How many will get me from 8p to 10p? [2] Draw a hop of 2p to 10p. How many more to add? Show the 3 pennies. Where will that get me to on the money line? Draw a hop of 3p to 13p. So how much money do I have altogether? Record: 8p + 5p = 13p. Repeat for 7p + 6p.
Group Activities
-- Use penny lines to help solve money additions.
-- Use penny lines to help solve money additions, adding 1-6p or 1-10p.

Day 2 Teaching
Show 14p in a piggy bank; tell children that Holly is not allowed to buy anything that will bring her money below 10p. Discuss and sort price labels of things she can buy and those she cannot. Share calculating some subtractions that do bridge 10p. Record number sentences.
Group Activities
-- Subtract amounts of money, continuing to practise recognising calculations that will bridge 10.

Day 3 Teaching
Show children a money word problem. Read it together and discuss how we can act it out. Choose 2 children to role play the problem. Record what we have to do as a number sentence: 15p + 5p + 2p = ? Help children use number bonds to find the answer. Repeat for problem 2.
Group Activities
Use the in-depth problem-solving investigation ‘Butterfly flowers’ from NRICH as today’s group activity.
Or, use this activity:
-- Solve addition and subtraction word problems. Use role-play to help visualise the problem.

You Will Need

  • 0-20p money line (see resources)
  • Pennies, 1-6 dice and 1-10 dice
  • Price tags (or sticky notes) showing money amounts
  • Picture of a purse/piggy bank (see resources for empty purse image)
  • Real coins and sticky notes
  • Mini-whiteboards and pens
  • ‘Money problems’ sheets 1 and 2 (see resources)
  • Small 1-100 grids (see resources)

Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Adding /subtracting to the next 10 (pre-requisite skills)

Suggested for Day 3
Count on and back in 10s (simmering skills)

Procedural Fluency

Day 1
Add two items using a penny line, bridging 10.
Add two items, using a bead string to help bridge 10.

Day 2
Subtract amounts of money, using the ‘Target the 10’ strategy on penny lines.
Subtract two amounts, using a bead string to help bridge 10.

Day 3
Answer word problems, deciding whether to add or subtract; write your own money word problem for a friend to solve.

Mastery: Reasoning and Problem-Solving

  • Calculate how much will be in each money box if 5p is added.
    [_18p_] [_37p_]
    [_46p_] [_95p_]
  • Sam has 13p.
    Bea has 15p.
    Ellie has 11p.
    Each child spends 6p on a sticker. How much do they each have left?
  • Dad had some money. He gave 5p to each of his three children. He ended up with 16p. How much money did Dad have to start with?
  • Jill lost 8p on her way home from school. She had 14p when she got home. How much did she have when she left school?

In-depth Investigation: Butterfly Flowers
Find pairs of butterflies to match the number on each flower. Butterfly Flowers from nrich.maths.org.

Extra Support

The Box Game
Children practise visualising how many toys are hidden in a box, recording addition and subtraction number sentences. The Box Game from nrich.maths.org.

Unit 2 Patterns to add/subt 1-digit numbers (suggested as 2 days)

Objectives

Use unit patterns to add/subtract single digit to/from 2-digit numbers
Unit 5: ID# 1879

National Curriculum
Add/Sub (i) (ii) (iii) (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.
8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20.
9. Begin to be aware of unit patterns.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Write 6 – 4 = __. Children discuss with a partner, paying attention to the operation. Answer it and record 6 – 4 = 2. Write 16 – 4 = underneath, carefully aligning the 6s. The 1s digits are the same but the 10s are different. Model this on a 1-100 grid: ring 6, then count back 4 to reach 2; ring 16, then count back 4 to reach 12. Record 16 – 4 = 12.
Repeat with 26 – 4 = __, 36 – 4 = __ and 36 – 4 = __. Then with
8 – 3 = __, 18 – 3 = __, 28 – 3 = __, 38 – 3 = __, 48 – 3 = __.
Group Activities
-- Write a subtraction number sentence and pass it on to another child to answer.
-- Answer subtraction calculations on cards, recognising the number fact that will help.

Day 2 Teaching
Write 4 + 5 =, 14 + 5 =, 24 + 5 = underneath each other.
Encourage them to use the first fact to help. Now write: 7 – 3 =, 17 – 3 =, 27 – 3 = and point out that, although the 10s are different, the 1s are the same. So if we know 7 – 3 we can do lots of other subtractions ending 7 – 3. Include a bond to 10 addition, e.g. 26 + 4 =.
Group Activities
Play the game ‘Totality’ from NRICH as this unit’s in-depth problem-solving investigation.
Or, use these activities:
-- Pick a subtraction or addition number sentence and work it out.
-- Collaborate to identify different types of number fact within a range of number sentences.

You Will Need

  • IWB
  • 1-100 grid (see resources)
  • Sticky notes
  • Mini-whiteboards and pens
  • ‘Subtraction cards’ sheets 1 and 2 (see resources)
  • ‘Addition and subtraction cards’ sheets 3 to 6 (see resources)

Procedural Fluency

Day 1
Work out the subtraction number sentences from the pattern.

Day 2
Work out the subtraction and addition problems using the patterns.

Mastery: Reasoning and Problem-Solving

  • Write the missing numbers in each group of calculations:
    4 + 5 = ☐
    34 + 5 = ☐
    74 + ☐ = 79

    5 + 3 = ☐
    25 + 3 = ☐
    95 + ☐ = 98
    ☐ + 3 = 68

    7 – 3 = ☐
    57 – 3 = ☐
    87 – ☐ = 84

    9 – 2 = ☐
    99 – 2 = ☐
    ☐ – 2 = 47
    69 – 7 = ☐
  • If we count on in 10s, starting at 8, will we say 82? If we count back in 10s, starting at 73, will we say 7?

In-depth Investigation: Totality
An adding game for two players. Totality from nrich.maths.org.

Extra Support

Revisit Little Brother Big Brother
Using pattern and number bonds to work out related additions

or use the investigation

Stop Me if You Can from Unit 2.

Unit 3 Patterns to add 1-digit to 2-digit numbers (suggested as 3 days)

Objectives

Use unit patterns to add single digit numbers to 2-digit numbers
Unit 4: ID# 1877

National Curriculum
Add/Sub (i) (ii) (iii) (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.
8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20.
9. Begin to be aware of unit patterns.
12. Solve missing number problems and addition/subtraction problems in number stories.

Teaching and Group Activities for Understanding

Day 1 Teaching
Write 23 + 3 = and ask if there is a fact we know that can help. Children discuss with a partner. Draw out 3 + 3 = 6. Cover the 20 of 23: So all we need to do now is add 20 onto the 6 to make 26! Repeat with 34 + 4 and 42 + 2. Ask children to write their own on a w/b.
Write 36 + 4. Is there a doubles fact in this addition? Recognise the number bond to 10. 6 + 4 = 10 so 36 and 4 more gets us to the next 10s number. Show this on the 1-100 grid. Record: 36 + 4 = 40. Repeat with 28 + 2 and 53 + 7. Ask children to write their own.
Group Activities
-- Identify pairs of number cards that can be added using a double or bond to 10 in the 1s digits.

Day 2 Teaching
Write 4 + 5; encourage children to recall the answer rather than count on if possible. Then write 14 + 5: So, can we use the number fact 4 + 5 to help answer 14 + 5? The answer is simply 10 more. And 24 + 5, 34 + 5? Repeat for 3 + 5, 13 + 5, 43 + 5. Then show that we can do 36 + 3 because we know 6 + 3. Children explain how to find 53 + 4.
Group Activities
-- Recall 1-digit + 1-digit addition facts; use these to find the answers to 2-digit +1-digit sums.
-- Using 2-digit +1-digit addition cards, recall and use 1-digit + 1-digit addition facts to answer sums.

Day 3 Teaching
Recap learning from the previous lesson: write the following string of additions on the board (vertically aligning the 4s):
4 + 3 = __ 14 + 3 = __ 24 + 3 = __ 34 + 3 = __ 44 + 3 = __
We’ve seen addition patterns like this before… What’s going on here? Children Think-Pair-Share. What is the answer to this first addition? [7]. Fill the gap to record: 4 + 3 = 7. Cover the 10 (of 14) to model how the 1s digits in 14 + 3 are the same as in the original number sentence. Moving Spider one square down the 1-100 grid from 7 to 17, ask What is 10 more than 7? Fill the gap to record: 14 + 3 = 17. Repeat to 44 + 3.
Group Activities
Use the ‘Domino Additions’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Use dominoes to generate 2-digit + 1-digit additions in a pattern.
-- Answer addition number sentences, recognising and using known facts.

You Will Need

  • Flipchart/ IWB
  • Mini-whiteboards and pens
  • ‘1-100 grid’ (see resources)
  • ‘Addition cards’ sheets 1 to 6 (see resources)
  • Sticky notes and sets of dominoes
  • Different coloured pencils & pens

Mental/Oral Maths Starters

Day 1
Doubling numbers (pre-requisite skills)

Suggested for Day 2
Number Facts (simmering skills)

Suggested for Day 3
Counting on and back in 10s (simmering skills)

Procedural Fluency

Day 1
Create addition number sentences using a mixture of 2-digit and 1-digit numbers.

Day 2
Work out additions using patterns and known number facts.

Day 3
Use facts to work out addition number sentences.

Mastery: Reasoning and Problem-Solving

  • Write the number fact we use to solve:
    34 + 5 = __, 64 + 5 = __
    Write another sum that uses this fact.
  • Write the number fact we use to solve:
    62 + 6 = __, 22 + 6 = __
    Write another sum that uses this fact.
  • Write two additions, both starting with a number bigger than 50. Both must use this fact:
    3 + 6 = 9
  • Write a number fact where the total is 8.
    Write two additions which use this fact.

In-depth Investigation: Domino Additions
Children use dominoes to generate 2-digit numbers plus 1-digit number additions in a pattern.

Extra Support

Little Brother Big Brother
Using pattern and number bonds to solve related additions, e.g. 3 + 2 = 5, so 13 + 2 = 15, 4 + 3 = 7, so 14 + 3 = 17