Short Blocks

Maths Year 1/2 Autumn Addition & Subtraction (B)

Each unit has everything you need to teach a set of related skills and concepts.

Reinforce and consolidate number bonds (suggested as 4 days)

Planning and Activities

Day 1 Teaching
Use pegs on a hanger to show the bonds to 7. Use beads on a 100-bead bar to show 4 + 3, 14 + 3, 24 + 3… 94 + 3.
Group Activities: T with Y1
Y1 -- A challenge to make many different ‘snakes’ as possible with 7 cubes.
Y2 -- Solve additions using number facts given on cards; focus on place value.

Day 2 Teaching
Hold up a strip of 8 cubes and beneath it a strip of 3 cubes. How many more cubes to make 8? Fill in the number sentence 3 + [_] = 8. Repeat for other bonds to 8.
Further Teaching with Y2
Use beads on a 100-bead bar to show 5 – 2, 15 – 2, 25 – 2, 35 – 2, 45 – 2, 55 – 2… 95 – 2. Recognise the pattern of 1s digits.
Group Activities: T with Y2
Use the ‘Addition Towers’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1 -- A challenge to make as many different ‘snakes’ as they can with 8 cubes. Find the matching number to make 8.
Y2 -- Use single-digit number facts to derive linked subtractions; create sequences and fact webs.

Day 3 Teaching
Number bonds to 10, partitioning fingers on hands to find and write the number bonds to 10.
Further Teaching with Y2
Use 100-bead bar to help find the number to make the next 10.
Group Activities: T with Y2
Y1 -- Break a stick of ten cubes in different ways to find pairs to 10. Record systematically.
Y2 -- Use number bonds to 10 to calculate what needs to be added to a 2-digit number to reach the next 10.

Day 4 Teaching
Play number card game matching the correct number bonds to make pairs to 10. Find next ‘10s number’, (multiple of 10) say how many are needed to make next 10.
Group Activities: T with Y1
Y1 -- Number bond snap for pairs to 10.
Y2 -- Choose a number from the 1-100 grid, and calculate what needs to be added to reach the next 10s number.

With TA or Tutor

These materials are for a TA or Tutor to use with a small group of children or one child.

They support the learning in class in this unit.

Notes are provided for teacher and TA/Tutor.

Coming soon!


Back to Lockdown?

If your class or school is having to close for a while, these materials provide a home dimension as well as a clear route map outlining what to teach online, and what to practise at home.

Coming soon!

Short Mental Workouts

Day 1
Pairs to 6

Day 2
Number bonds to 10

Day 3
Multiples of 10

Day 4
Next multiple of 10

Worksheets

Day 1
Y1: Use partitioning to complete addition facts for 7.
Y2: Use number facts to add a 1-digit number to a 2-digit number.

Day 2
Y1: Draw missing cubes to complete addition facts for 8.
Y2: Use number facts to subtract a 1-digit number from a 2-digit number.

Day 3
Y1 Partition by colouring snakes or using fingers to complete addition facts for 10.
Y2 Use number facts to add a 1-digit number to a 2-digit number to find the next multiple of 10.

Day 4
Y1 Match balloons to consolidate number bonds to 10.
Y2 Using beaded lines or a 100-grid, find how many more to the next 10s number.

Mastery: Reasoning and Problem-Solving

Y1

  • Crocodile has 7 fish. He eats 4. How many are left?
  • Monkey has 8 bananas. She finds 2 more. How many has she now?
  • Write all the different ways of making 10. e.g. 1 and 9. Make sure you have them all!
  • Write the missing numbers:
    5 + ☐ = 10
    10 – 4 = ☐
    ☐ + 7 = 10

Y2

  • Write the next multiple of 10.
    45 -> ☐
    63 -> ☐
    38 -> ☐
    Write how many you add to get there.
  • Fill in the missing numbers:
    62 + ☐ = 69
    48 = 43 + ☐
    37 + ☐ = 41
    ☐ – 5 = 74
  • If you know that 25 + 4 = 29, what other number facts do you know?

In-depth Investigation: Addition Towers
Children find the total number of spots on two dice in a game context, and consider why some totals come up more frequently than others.

Extra Support

Y1
Give Me 5

Partitioning 5; Selecting and reading the matching additions

Y2
Shape Sums

Revising pairs to 10 and using pairs to 10 to find pairs to 20.

What’s the Gap?
Saying the next tens number and finding how many to the next tens number