Short Blocks

Maths Year 2 Spring Addition and Subtraction (A)

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 Use facts, patterns, PV to add/subtract (suggested as 3 days)

Objectives

Add/subtract numbers using facts, patterns and place value
Unit 1: ID# 2417

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

Hamilton Objectives
6. Use place value and number facts to solve problems, e.g. 60 –  = 20.
7. Know securely number pairs for all the numbers up to and including 20.
8. Know different unit patterns when adding or subtracting in numbers up to 100.
9. Add two or three single-digit numbers, using number facts and counting up.
13. Show that addition of 2 numbers can be done in any order (commutative) and subtraction cannot.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use cards on the Interactive Whiteboard to form: 6 + 5 + 3 + 5 + 4 = [ ]. We can change the order to make it easier. Children discuss with a partner. Take feedback, drawing out pairs that make 10. Move cards round to show:
5 + 5 + 6 + 4 + 3 = [ ], then rewrite as:
10 + 10 + 3 = [ ], then with the answer:
10 + 10 + 3 = 23. It was easy. We just used pairs to 10 and place value! Repeat with other similar additions.
Group Activities
-- Pick five or more 1–10 number cards to add; identify pairs to 10, doubles, and number facts to help add them.
-- Roll three or more dice and identify pairs to 10, doubles, and number facts to help add.

Day 2 Teaching
Write: 7 + 7, 10 + 6, 9 + 3, 6 + 4, 15 + 5, 4 + 7, 18 + 5, 20 + 7. Discuss how some can be solved using place value, putting 10s and 1s together, like 10 + 6. Some use number facts. Some use counting on. Sort into two groups: 1) counting on; 2) place value/ number facts. See important note on teaching/ activities document.
Group Activities
Use the ‘Cross Additions’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Sort and solve additions according to how they might best be solved (counting on, place value or number facts).

Day 3 Teaching
Write: 26 – 6, 30 – 7, 13 – 4, 20 – 8, 9 – 2, 14 – 4, 23 – 7. Discuss and sort into groups: those best worked out by counting back, and those most efficiently solved using place value/number facts.
Group Activities
-- Sort and solve subtractions according to how they might best be solved (counting back, place value or number facts).

You Will Need

  • Number cards or text boxes on the Interactive Whiteboard
  • 1–10 number cards (enough for each pair)
  • 1–10 or 0-9 dice
  • Coloured whiteboard pens
  • Place Value cards
  • ‘Using number facts and place value for addition’ sheet (see resources)
  • Two hoops
  • 0–100 beaded lines (see resources)
  • Number cards (see resources)
  • ‘Using number facts and place value for subtraction’ sheet (see resources)

Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Suggested for Day 2
Pairs to 20 (simmering skills)

Suggested for Day 3
Saying 1 or 2 more than a 2-digit number (simmering skills)

Procedural Fluency

Day 1
Look for known number facts to help efficiently add a series of single-digit numbers.

Day 2
Code a series of additions according to how they might best be solved (counting on, place value or number facts).

Day 3
Code a series of subtractions according to how they might best be solved (counting back, place value or number facts).

Mastery: Reasoning and Problem-Solving

  • Write an addition of five different numbers, all less than 10, with a total of 28.
  • Which one number less than 10 fits the gaps?
    6 + ☐ + 7 + ☐ + ☐ = 25
  • Solve each of these additions using a different method. Say how you did each one.
    30 + 9 =
    17 + 5 =
    4 + 7 + 6 =
  • Solve each of these subtractions using a different method. Say how you did each one.
    25 – 5 =
    14 – 6 =
    58 – 4 =

In-depth Investigation: Cross Additions
Using number facts including pairs to 10 children find totals of five numbers less than 10 to give different totals.

Extra Support

Spot the 10
Adding three single-digit numbers, spotting a pair with a total of 10

Unit 2 Use number line & 100 grid to +/- (suggested as 4 days)

Objectives

Use number line & 100 grid to add and subtract
Unit 2: ID# 2423

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

Hamilton Objectives
10. Add a 2-digit number and tens; add two 2-digit numbers that total less than 100 by counting on in tens and ones.
11. Count back in ones or tens or use number facts to take away, e.g. 27 – 3, or 54 – 20.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use a 1–100 landmarked line to model adding two 10s to 45, and then another 4 to complete 45 + 24. Model adding other pairs of numbers: 65 + 24, 52 + 30, 52 + 33, 72 + 33 and 46 + 32, using the landmarked line.
Group Activities
Use the ‘Lines of Numbers’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Add 2-digit numbers using landmarked or beaded lines.
-- Add 2-digit numbers where the ones bridge through a 10.

Day 2 Teaching
Show a 1–100 grid. Spider and Fly will help us subtract! Write 54 – 23. Where do we need to put Spider? 54. Subtract 20, jumping back 10 to 44 and another 10 to 34. Then count back 3 with Fly to end up on 31. Repeat with 86 – 32 and 77 – 25.
Group Activities
-- Subtract 2-digit numbers using a 1–100 grid and Spider and Fly.
-- Find mystery subtraction numbers following the movements of Spider and Fly.

Day 3 Teaching
Write 65 – 24 and discuss how to solve this. We count back 20 using Spider and another 4 using Fly. Model solving this using a landmarked line, drawing a hop back to subtract 20, then a second hop to subtract 4. Repeat for other subtractions.
Group Activities
-- Subtract 2-digit numbers using landmarked and beaded lines.
-- Predict which subtractions will have an answer less than a given number.

Day 4 Teaching
Show 1–100 square on the Interactive Whiteboard. Put Spider on 47 and write 47 – 32 =. How can Spider and Fly help us? Children discuss with a partner. Remind children how Spider and Fly like to move. Spider jumps back 3 tens to 17. Fly slides back the rest. So 47 – 32 = 15! Repeat with other subtractions.
Group Activities
-- Subtract 2-digit numbers using a 1–100 grid and Spider and Fly.
-- Subtract 2-digit numbers using landmarked or beaded lines.

You Will Need

  • ‘0 to 100 landmarked lines’ (see resources)
  • ‘0 to 100 beaded lines’ (see resources)
  • ‘Adding 2-digit numbers’ (see resources)
  • Counters (or Plastic fly and spider)
  • 1–100 square on the Interactive Whiteboard
  • Additional activity sheets (see resources)
  • Cubes
  • Calculators
  • Dice labelled 10, 20, 30, 40, 20, 30 and 1–6 dice

Mental/Oral Maths Starters

Day 1
Count on and back in 10s (pre-requisite skills)

Day 2
Add and subtract multiples of 10 to/ from 2-digit numbers (pre-requisite skills)

Suggested for Day 3
Bridging 10 (simmering skills)

Suggested for Day 4
Counting on in 10s (simmering skills)

Procedural Fluency

Day 1
Use a landmarked or beaded line to add 2-digit numbers.

Day 2
Use a 1–100 grid to subtract 2-digit numbers.

Day 3
Use landmarked lines to subtract 2-digit numbers.

Day 4
Use a 1–100 grid to subtract 2-digit numbers.

Mastery: Reasoning and Problem-Solving

Write the missing number in each bar diagram:
Diagram 1

?
5423

Diagram 2

?
3236

Diagram 3

?
8514

Write the missing number in each bar diagram:
Diagram 1

78
?23

Diagram 2

46
32?

Diagram 3

95
?14

In-depth Investigation: Lines of Numbers
Children create sequences based on Fibonacci and explore patterns of odd and even numbers, making connections with general statements about addition.

Extra Support

Secret Spider
Adding and subtracting 10 using 1-100 grid