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

Day 1 Teaching
Show on the coat hanger that ‘2 count on 7’ and ‘7 count on 2’ give the same answer, but putting the bigger number first is more efficient because that leaves less to count on. Show three numbers, look for pairs to 10 or 20 to make the addition more efficient.
Group Activities: T with Y1
Y1 -- Discuss and decide whether or not to change the order of the addition number sentence.
Y2 -- In pairs, children spot addition bonds to 10 and 20 and use these to help add three numbers.

Day 2 Teaching
Add 3 and 4 by counting on, recording the hops on a beaded line.
Further teaching with Y2
Find totals of pairs of prices, e.g. 49p and 22p, by adding the tens and then the ones.
Group Activities: T with Y2
Y1 -- Add small numbers by counting on using a bead string. Add 2 sets of numbers together using a beaded line.
Y2 -- Play a game involving adding pairs of 2-digit numbers.

Day 3 Teaching
Add 20, then 3 more on the 0-100 line, drawing jumps of 10 and a hop of 3. Repeat to add 24 and 33.
Further Teaching with Y1
Add 2, 3 and 4 to teen numbers, recording hops on the 0–20 line.
Group Activities: T with Y1
Y2 Use the in-depth problem-solving investigation ‘Dicey Addition’ from NRICH as today’s group activity.
Or, use these activities:
Y1 -- Add 2, 3 and 4 using a beaded line or counting bears.
Y2 -- Add 22, 23, 24, 32, 33 or 34 on a beaded line or a 1-100 grid.

Day 4 Teaching
Use ‘Spider’ to count on in tens on a 1-100 grid, ensuring that children realise they don’t need to count in ones; they just move down one row.
Further Teaching with Y2
Add 10, then adjust to add 9. Subtract 10, then adjust to subtract 9.
Group Tctivities: T with Y2
Y1 -- Move a spider on a 1-100 grid to repeatedly add 10.
Y2 -- Investigation, repeatedly adding, then subtracting 9 on a 1-100 grid.

• Coat hanger and 5 pegs in one colour, 5 in another
• ‘Mild and chilled’ and ‘Hot and Spicy’ additions (see resources)
• Feely bag and 20-bead strings
• ‘0–20 beaded lines’ (see resources)
• Number cards 0–20 (one pack for each pair)
• Cubes
• Eight items with prices, e.g. 4 yoghurts and 4 fruits
• ‘1-100 grid’ (see resources)
• Additional activity sheets (see resources)
• Large dice with faces labelled 2, 2, 3, 3, 4, 4
• 25 counting bears
• A ‘cave’ (cardboard box with a small entrance cut out)
• Dice with +22, +23, +24, +32, +33 and +34 on the faces
• Plastic spider and coloured pencils

Day 1
Pairs to 10 and 20

Day 2
Count on 2

Day 3
Count on 3

Day 4
Count in 10s

Day 1
Y1: Decide whether to swap order of addition sentences to simplify counting on.
Y2: Choose three numbers to add, including a pair to 10 or 20.

Day 2
Y1: Add 2, 3, 4 on a beaded line/ bead string.
Y2: Use counting in tens and ones to add a 2-digit number. Add pairs of 2-digit numbers, scoring points for certain answers.

Day 3
Y1: Identify mystery additions drawn on beaded lines. Match sums (+2, +3, +4, +5) to answers.
Y2: Add multiples of 10 to 2-digit numbers, then add related 2-digit numbers.

Day 4
Y1: Use spider counting to fill in missing numbers on strips from a 1-100 grid.
Y2: Add and subtract 9 on a 1-100 grid.

Y1

• Draw 5 faces on a bus. Let 2 or 3 people get on. How many on the bus now? Write the addition.
• What is 5 add 4?
• Use the line below to help you complete these sums. Point at the first number and count on:
  5 + 3 = ☐
  6 + 1 = ☐
  4 + 4 = ☐
  7 + 2 = ☐
  __________________________
  1 2 3 4 5 6 7 8 9 10
• What is 10 more than 17?

Y2

• Complete the patterns:
  17, 26, __, 44, __, __.
  85, 76, __, 54, __, __.
• Here are the prices for 5 pencils:
  A) 34p, B) 29p, C) 45p, D) 52p, E) 19p
  The total is 48p. Which 2 pencils did you buy?
  What is the most you can spend on 2 pencils?
  What is the least you can spend on 2 pencils?
• What’s the same, what’s different?
  54 + 39 = 93 59 + 34 = 93
  39 + 54 = 93 34 + 59 = 93

In-depth Investigation
Y1: There is no investigative activity for Year 1 in this Unit.

Y2: Dicey Addition
Use dice to generate 2-digit numbers which, when added together, will make the nearest total to 100. Dicey Addition from nrich.maths.org.

Y1: Under the Cup
Find 1 more / 1 less than numbers from 1 to 10.

Y2: Sum Patterns
Use pattern and number bonds to derive related additions.

Day 1 Teaching
Show 1p, 2p, 5p, and 10p coins. Give pairs of children a pot of money. Model exchanging each coin for 1ps.
Further Teaching with Y2
Show coins 20p, 50p, £1. Discuss how many 10ps each is worth. Find amounts made with two coins. Use ‘Spider’ counting for adding 10p or 20p.
Group Activities
Y1 -- Recognise coins and match equivalent numbers of pennies.
Y2 -- Investigate amounts that can be made from just two coins.

Day 2 Teaching
Rehearse value of coins to 20p. Start investigating possible amounts to be made with two coins. Create an ordered list.
Further Teaching with Y1
Rehearse how we can give someone 3p using two coins. Repeat for other small amounts made by adding 1p or 2p to another coin.
Group Activities
Use the in-depth problem-solving investigation for this unit – Make 20p – as today’s group activity.
Or use the activities below.
Y1 -- Pay for items from a shop that need more than 1 coin.
Y2 -- Choice of short investigations involving finding money totals and using systematic recording.

Day 3 Teaching
Show items with price tags: 4p, 7p, 9p and 10p. Discuss coins to pay for each. Encourage counting on as an addition strategy.
Further Teaching with Y2
Show items priced at: 4p, 5p, 6p, 7p, 9p, 10p, 11p, 13p and 15p. Use 10p /20p coins to buy different items. Model how to find the change.
Group Activities
Y1 -- Children find different combinations to make money amounts.
Y2 -- Add two or three amounts and find change from 20p.

Day 4 Teaching
Model using a 10p coin to buy an item for 6p. Represent the number story on bar models; visualise ‘extra money’ paid as the change.
Further Teaching with Y2
Represent change problems using a bar model and find change from 20p.
Group Activities
Y1 -- Match items bought – and change - with bar models. Find change from 10p.
Y2 -- Write number stories that match bar models.

Day 5 Teaching
Show a pencil with a price tag of 5p. Draw a bar model and use this to help find change from 10p.
Further Teaching with Y2
Show pencils and pens with price tags. Increase prices by 10p, then 20p, then 11p. Then decrease prices by the same. Use Spider to visualise calculations.
Group Activities
Y1 -- Find change from 10p (or 20p) using number bar models.
Use one of the Y2 in-depth problem-solving investigations for this unit – Make it the same or Star of Change – as today’s group activity.
Or use the activities below.
Y2 -- Add and subtract 10p, 11p and 20p from prices in a shop.

• Large mock 20p, 10p, 5p, 2p and 1p coins
• Lots of real coins 1p, 2p, 5p, 10p, 20p and 50p coins
• Pots for coins, sand tray and large paintbrushes
• ‘Shopping with two coins’ sheet (see resources)
• Toys/classroom objects with price tags
• Items for sale with prices: 4p, 5p, 6p, 7p, 9p, 10p, 11p, 13p and 15p
• 1 to 20 number track (see resources)
• Crayons or pens and bead bar
• ‘Finding totals and change’ sheet (see resources)
• 0-20 bead strings and soft toy priced at 6p
• Additional activity sheets (see resources)
• Pencil priced at 5p, pens (50p–80p), pencils (10p, 11p, 20p), rubbers (1p)
• Stationery items priced at under 10p (plus some 11p and 12p)

Day 1
Numbers more or less

Day 2
Ordering numbers

Day 3
Pairs to 10

Day 4
Target number

Day 5
What can you make?

Day 1
Y1: Coin matching
Y2: How to make an amount

Day 2
Y1: Add two coins together
Y2: Make amounts using 2p and 5p coin combinations

Day 3
Y1: Find ways to make an amount
Y2: Add amounts and find change

Day 4
Y1: What’s the change 1?
Y2: Find missing amounts of money

Day 5
Y1: What’s the change 2?
Y2: Add food prices

Y1

• Find a coin which:
  is worth less than 2p
  is worth 5p more than 5p
  has a value between 2p and 10p.
• Draw the number of 1p coins each coin is worth:
  (i) 5p
  (ii) 2p
  (iii) 10p
• Put at least one coin in each place on the table.

• Which two coins would you use to pay each of these amounts:
  (a) 7p
  (b) 11p
  (c) 3p
• Polly spends 8p on a pencil and pays with a 10p coin. How much change does she get?
• Make up a shopping story to go with this bar model:

Y2

• Complete these diagrams:

• Which coins will I need to give change from 20p if you buy a pen costing 11p?
• Kate bought a drink and a cookie. She paid with a 50p coin and had 5p change. The drink cost 10p. How much was the cookie?
• I only have 20p and 10p coins. Can I make 50p using exactly four coins?

Y1: In-depth Investigation: Make 20p
Children use coins and number shapes to investigate making a total of 20p.

Y2: In-depth Investigation: Make it the Same
Children use trial and improvement to find a way of arranging four coins on a square so that each row and each column add up to a constant total. They explore diagonal patterns.

or

Star of Change
Children use trial and improvement to arrange amounts of change from 20p along a star to give constant totals along each star line.

Y1
Making Money
Identifying coins (10p, 5p, 20p, 1p) and exchanging coins for their value in pennies

Y2
Count Your Pennies
Knowing the value of coins from 1p to 20p

Sticker shop
Finding change from 10p