Addition and Subtraction Add/subtract numbers using facts, patterns and place value Objectives Day 1 Add 5 single-digit numbers, using number facts to help. Day 2 Identify number facts and strategies for solving addition questions. Day 3 Identify number facts and strategies for solving subtraction questions. Before teaching, be aware that: On Day 1 children can have sets of number cards to support Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Starters Day 1 Pairs to 10 (pre-requisite skills) Day 2 Pairs to 20 (simmering skills) Day 3 Saying 1 or 2 more than a 2-digit number (simmering skills) Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day. Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Starter Pairs to 10 Pre-requisite skills – to use this starter, drag this slide to the start of Day 1 Play ‘Ping pong’. You say 6; children say what goes with 6 to make at total of 10, i.e. 4. Repeat with other numbers, building up speed. Don’t forget to Ping the children 0 and 10! Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Starter Pairs to 20 Simmering skills – to use this starter, drag this and the following slide to the start of Day 2 Ask children to write all the pairs of numbers which add to 10 on their whiteboards as quickly as they can. Display the bar model pictures ‘Pairs to 20’ (see next slide). Point to the first one. What goes with 17 to make 20? Model recording the addition 17 + 3 = 20, reminding children how they can use pairs to 10 to help. Point to each picture, asking children to hold up the number of fingers to show how many are needed to make 20. Year 2

Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Starter Saying 1 or 2 more than a 2-digit number Simmering skills – to use this starter, drag this slide to the start of Day 3 Highlight a number on the number grid. Children write the number that is 1 more (Working towards ARE) or 2 more (Working at ARE / Greater Depth). Check and repeat. Keep the pace quick. What is 1 more than 19? What is 2 more than 19? How do we travel across the 100-grid to do this? Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Objectives Day 1 Add 5 single-digit numbers, using number facts to help. Year 2

Day 1: Add 5 single-digit numbers, using number facts to help. 6 5 + + 5 5 + + 6 3 + + 5 4 + + 3 4 = = 5 10 + 10 + 3 = 23 Talk to your partner. How can we change the order to make it easier? Are there any number facts that can help? 5 Wow! That’s a long number sentence! We could just add the numbers one at a time , but changing the order would make it easier. Let’s move the numbers around and see how see how it helps. …and use place value to add 10, 10 and 3… Now we can add the pairs that make 10… Year 2

Day 1: Add 5 single-digit numbers, using number facts to help. 8 8 + + 8 3 + + 7 8 + + 3 7 + + 5 5 = = 5 16 + 10 + 5 = 31 5 Let’s move the numbers around and see how see how it helps. Let’s try this one. How can we change the order to make it easier? Are there any number facts that can help? Who saw the pair that makes 10? Who spotted double 8? Finally we can use place value to add 16 + 10, then count on 5. Year 2

No pairs to 10 or doubles here. Any ideas as to what we could do? Day 1: Add 5 single-digit numbers, using number facts to help. 2 9 + + 7 7 + + 4 5 + + 9 4 + + 2 5 = = 5 No pairs to 10 or doubles here. Any ideas as to what we could do? Let’s re-arrange them so the largest number is first and use counting on. 7 + 2 and 5 + 4 each equal 9. If we spotted that we could then use doubles! 5 The more facts we learn, the better! It saves counting on all the time! Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Roll three or more dice to add; identify pairs to 10, doubles, and number facts to help add them. ARE: Pick five or more 1–9 number cards to add; identify pairs to 10, doubles, and number facts to help add them. GD: Pick six or more 1–9 number cards to add; identify pairs to 10, doubles, and number facts to help add them. Year 2

The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Adding using number facts Sheet 1. Children complete the sets of 3 numbers and attempt examples with 5 numbers. ARE: Adding using number facts Sheet 2. Complete the sets of 5 numbers and attempt examples with 6 numbers. GD: Adding using number facts Sheet 2. Complete examples and try the challenge. Challenge Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Objectives Day 2 Identify number facts and strategies for solving addition questions. Year 2

Let’s see what we’ve found out… Day 2: Identify number facts and strategies for solving addition questions. 7 + 7 7 + 7 10 + 6 9 + 3 6 + 4 6 + 4 15 + 5 15 + 5 4 + 7 18 + 5 20 + 7 We could work out all of these answers by counting on, but some might be easier to solve using number facts we have learned. Let’s see what we’ve found out… Talk to your partner. Which of these can we solve using number facts we know? 6 + 4 We can use number bonds to 10. 7 + 7 We can use doubles! 15 + 5 We can use pairs that make 20. Year 2

Day 2: Identify number facts and strategies for solving addition questions. 7 + 7 10 + 6 10 + 6 9 + 3 6 + 4 15 + 5 4 + 7 18 + 5 20 + 7 20 + 7 We can also use place value for some… remember how we use place value cards… 1 0 6 10 + 6 = 16, any others like that? 2 0 7 Year 2

We can sort the questions into 2 groups… Day 2: Identify number facts and strategies for solving addition questions. 7 + 7 10 + 6 9 + 3 6 + 4 15 + 5 4 + 7 18 + 5 20 + 7 7 + 7 6 + 4 20 + 7 9 + 3 4 + 7 10 + 6 15 + 5 18 + 5 Solve by using place value/number facts Solve by counting on There is often more than one way of solving a problem in maths. That’s helpful for checking! We can sort the questions into 2 groups… But we should try to spot the most efficient and quickest way to solve a problem. Today would be a great day to use a problem-solving investigation – Cross additions – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT/ARE: Sort and solve additions according to how they might best be solved (counting on, place value or number facts) – see Resource sheet. GD: Cut up addition cards and sort and solve according to how they might best be solved (counting on, place value or number facts). Year 2

The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Adding methods Sheet 1 - may use a beaded line to complete / check the calculations ARE: Adding methods Sheet 1. GD: Adding methods Sheet 2. Challenge Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Objectives Day 3 Identify number facts and strategies for solving subtraction questions. Year 2

We can use number bonds to 20. Day 3: Identify number facts and strategies for solving subtraction questions. 26 - 6 30 - 7 30 - 7 13 - 4 20 - 8 20 - 8 9 - 2 9 - 2 14 - 4 23 - 7 Just as some of the additions we looked at in the last lesson could be worked out using learned facts to help, the same is true of these subtractions. We can use number bonds to 20. Talk to your partner. Which of these can we solve using number facts we know? We can use number facts. 7 + 2 = 9 so 9 - 2 = 7. We know 20 - 7 = 13 so 30 – 17 must be 10 more! Year 2

14 - 4 = 10. Are there any others like that? Day 3: Identify number facts and strategies for solving subtraction questions. 26 - 6 26 - 6 30 - 7 13 - 4 20 - 8 9 - 2 14 - 4 14 - 4 23 - 7 We can also use place value for some… remember how we use place value cards… 1 0 4 2 0 6 14 - 4 = 10. Are there any others like that? Year 2

We can sort the questions into 2 groups… Day 3: Identify number facts and strategies for solving subtraction questions. 26 - 6 30 - 7 13 - 4 20 - 8 9 - 2 14 - 4 23 - 7 9 - 2 14 - 4 26 - 6 20 - 8 13 - 4 30 - 7 23 - 7 Solve by using place value/number facts Solve by counting back There is often more than one way of solving a problem in maths. That’s helpful for checking! We can sort the questions into 2 groups… But just like with addition we should try to spot the most efficient and quickest way to solve a problem. Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT/ARE: Sort and solve subtractions according to how they might best be solved (counting on, place value or number facts) – see Resource sheet. GD: Cut up subtraction cards and sort and solve according to how they might best be solved (counting on, place value or number facts). Year 2

The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Subtracting methods Sheet 1 - may use a beaded line to help with / check calculations. ARE: Subtracting methods Sheet 1. GD: Subtracting methods Sheet 2. Challenge Year 2

Addition and Subtraction Add/subtract numbers using facts, patterns and place value Well Done! You’ve completed this unit. Objectives Day 1 Add 5 single-digit numbers, using number facts to help. Day 2 Identify number facts and strategies for solving addition questions. Day 3 Identify number facts and strategies for solving subtraction questions. You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide. Year 2

Problem solving and reasoning questions Write an addition of five different numbers, all less than 10, where the total is 28. Which number less than 10 fits the gaps in this sentence? 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. • 25 – 5 = • 14 – 6 = • 58 – 4 = Year 2