1. Add Sub Workshop 1

2. Objectives Explore the Strategy Framework stages for add/sub
Understand the teaching model used for teaching strategy
Explore equipment and activities used to teach addition & subtraction
Know how to use planning sheets, numeracy books 5 and other supportive resources.

3. Number Boggle Bk4 p.33
9 - 2 = 7 13 6 7 1 11 2 5 12 9 4 3 15 8 16
= 16

4. Number Boggle Bk4 p.33 13 6 7 1 11 2 5 12 9 4 3 15 8 16

5. Reflect on Knowledge Teaching
Something that you have got organised
(e.g. task board, group boxes, etc.)
Activity that you have tried
Something you are still not sure of

6. Strategy Framework Revision
1 1-1 One-to-One Counting
2 CA Counting From One on Materials
3 CA Counting From One by Imaging
4 AC Advanced Counting
5 EA Early Additive Part-Whole
6 AA Advanced Additive Part-Whole
7 AM Advanced Multiplicative Part-Whole
8 AP Advanced Proportional Part-Whole

7. Grouping for Add/Sub

8. Strategy Teaching Start of Lesson Required/ongoing knowledge check
Diagnostic Snapshot (Can they already solve the problem?)
Teaching
- Teaching Model (materials, imaging, number properties)
Thinking Groups
Use of modelling book
End of Lesson
- Who’s got it? - Set follow up, Next Steps.

9. The Strategy Teaching Model
Using Number Properties
Using Imaging
Using Materials
New Knowledge & Strategies
Existing Knowledge & Strategies

10. Using Materials and Imagining
Hands Tens frames
Abacus Place Value Material
Number Lines 12 23 10 37 87 90
+ 50
+ 3

11. Counting From One on Materials or Imaging
Stages CA
Counting From One on Materials or Imaging
Aim: To count from one (with materials or imaging) to solve problems up to 10.
“Using hands or Tens Frames”
Within 5
With 5
Across 5

12. How is Place Value is introduced at stages 2 and 3?

13. Aim: To count on or back in ones and tens to solve problems
Stage 4 AC
Advanced Counting
Aim: To count on or back in ones and tens to solve problems
Knowledge Check, Snapshot, Thinking Groups, Learning Intention, Teaching Model, Feedback

14. 8 + 3
The Number Strip, p.19 1 2 3 4 5 6 7 8 9 10 11
8 + 3 = , 10, 11
How could you extend this to imaging and then using number properties?

15. Story Problems
= 8
Start Unknown
Result Unknown
Change Unknown

16. Subtraction Progression for AC - EA= = = =
Subtracting ones by partitioning
Subtracting tens
Subtracting tens and ones-basic
Subtracting tens and one by place value partitioning

17. Place Value 30 + 60 = 90 3 tens + sixty = ?
Why might a child not know the answer to this?

18. Subtracting Tens and Ones (basic)=
= = 32 6 5 3 2

19. Adding Tens and Ones (basic) 2 3 5 6

20. Subtraction Progression for AC - EA= = = =
Subtracting ones by partitioning
Subtracting tens
Subtracting tens and ones-basic
Subtracting tens and one by place value partitioning

21. “Subtraction in Parts”, p 27
Stage 5 EA
Early Additive
Aim: to partition, re-group numbers and use known facts to solve problems
“Subtraction in Parts”, p 27
(view DVD)
Knowledge Check, Snapshot, Thinking Groups,
Learning Intention, Teaching Model, Feedback

22. =
= 10
= 8

23. 14 - 6

24. =
= 40
= 36 40 36 43
- 4
- 3

25. Discuss what you have just seen.
What might you do next if you were the teacher?
Why use a modelling book?
What could the children practice until the next time you worked with them?

26. Follow Up Practice. What could you use as independent practice?
Questions on the board or in the Modelling Book
Resource Book e.g. Figure it Out / Worksheet
Relevant Worksheets (copies given)
Games: Create or Play specific to the strategy.
Process Time: Diary writing / Thinkboard
Story Problems: Write to match a number sentence, check, swap and solve story problems.
Relevant knowledge practice
How could written recording reflect
this thinking?

27. Subtraction Progression for AC-EA
Subtracting ones by counting back
Subtracting Tens (basic e.g )
Subtracting Tens and Ones (basic e.g )
Subtracting ones by partitioning
Subtracting Tens and Ones (harder, involving
(splitting numbers e.g )

28. Extending into double digits.
How would you use the equipment to show ?

29. Long Term Planning Units

30. Moving to Stage 6; AA (NC Level 3) Advanced Additive Part-Whole
What are the big key ideas at the
Advanced Additive Stage?
Use a range of mental strategies to solve problems with any whole numbers
Find it in Book 5

31. 53 - 26 Compensation with tidy numbers 53 - 30 + 4
Place Value Partitioning
Equal Additions
(subtraction only)
Reversibility
26 + ? = 53
Standard Written Form (decomposition)

32. Teaching Reversibility
Jumping the Number line (Book 5)
Don’t subtract Add! (Book 5)

33.
Thinking of the teaching model, how would you use the place value equipment to explore solving this problem by:
Compensation with tidy numbers
Place Value Partitioning
- Equal Additions

34. Tidy Numbers using Compensation
Tidy Numbers using Compensation
= 24

35. Place Value Partitioning
Place Value Partitioning
= 24

36.
Equal Additions 1 54 30 53
= 24 29

37. So, which strategy is best?
It depends on what the question is!

38. Which Strategy? (using number properties)

39. Why are mental strategies important?
Why bother teaching mental
strategies, why can’t I just
learn the written form?
Merely following a procedure - rule following
Lack of real understanding - mistakes are made or wrongly applied to problem solving
Need mental ability to estimate & check answers
It is often quicker to work something out mentally

40. The Written Form Can I work out the answer mentally?
Yes
I mentally estimate the answer as a check
Will I use pencil and paper or a calculator?
I work out the answer
calculator
pencil No

41. 198 + 504 = Or Working form Material Master 5 - 13
Mental or Working Form?
Material Master = Or
Working form

42. Play Addition and Subtraction Jigsaw game

43. Warm Up - Pyramids

44. Add/Sub Progressions
You’ve done the diagnostic snapshot for the lesson you are just about to teach. The children can already do it.
What might you teach next?
Use the progressions as a guide.

45. Advanced Multiplicative
Stage 7 AM
Advanced Multiplicative
An extension of the strategies and written form used in Stage 6 but working with decimal numbers.

46. Strategy Teaching Start of Lesson Required/ongoing knowledge check
Diagnostic Snapshot (Can they already solve the problem?)
Teaching
- Teaching Model (materials, imaging, number properties)
Thinking Groups
Use of modelling book
End of Lesson
- Who’s got it? - Set follow up, Next Steps.

47. What Now? Group your children for teaching addition & subtraction
Teach 1 or 2 groups a day using Book 5 / Long Term Planning Units
Marie or Rose will model a strategy lesson.
Organise the rest of the class of the class with independent work. Marie with group details Strategy stage. Marie will mode for about 25 minutes then have discussion time with you in class for about 20 minutes.

48. Discussion after Modelling
-I noticed…
- I wonder….

49. “And, if it all just seems too much…..
Thought for the day
“And, if it all just seems too much…..
STRESSED
backwards spells
DESSERTS!

50. Knowledge Check
How will I know what prior knowledge is required for this lesson?
How could this be quickly formatively assessed?
What could I do if some children lacked the required knowledge?

51. Diagnostic Snapshot
What is the purpose of asking a diagnostic snapshot at the start of the lesson?
What diagnostic snapshots could you ask?
What would you do with the children who could already solve the diagnostic snapshot?
How does this link to the learning intention?

52. Using Thinking Groups
“If you teach without observing and reacting to the children,
you are teaching a programme, you are not teaching the kids.”
Peter Hughes

53. Why use a Modelling Book?
helps capture students thinking and is a powerful tool for modelling written recording.
is a useful record of work that both teacher and students can refer back to during the lesson or in future lessons.
helps teachers keep track of students progress by writing names next to strategies or by attaching the student profiles at the front of the book.