Planning and Activities
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.