Hadleigh Infant and Nursery School Maths: Addition and Subtraction Information Session 21st November 2017

Year 1 and 2 Learning Expectations

9 + 3 9 - 3 Objects Pictures

9 + 3 9 - 3 Numicon

9 + 3 9 - 3 Number line Addition is commutative (it can be done in any order) Subtraction is not commutative. e.g. 9 + 14  14 + 9

45 + 24 45 - 24 Hundred square 45 + 24 Find 45 Jump down to add 45 + 24 45 - 24 Hundred square 45 + 24 Find 45 Jump down to add your tens. Move forwards to add your ones 24 has 2 ten and 4 ones

45 + 24 45 - 24 Hundred Square 45 – 24 Find 45 Jump up to subtract 45 + 24 45 - 24 Hundred Square 45 – 24 Find 45 Jump up to subtract your tens Move backwards to subtract your ones

45 + 24 45 + 24 Partitioning 40 and 5 20 and 4 Add the tens 40 + 20 = 60 Add the ones 5 + 4 = 9 Add your answers 60 + 9 = 69

21 + 14 Blank number line 21 1. Place the largest number at the beginning of your number line. 2. Add your tens-14  1 ten 3. Add your ones – 14  4 ones +10 +1 +1 +1 +1 31 32 33 34 35

38 - 23 Blank number line 38 Place your first number at the end of your number line. Take away the tens 23  2 tens Take away the ones 23  3 ones - 10 - 10 - 1 - 1 - 1 15 16 17 18 28

21 + 15 Column Addition Carrying the tens 35 + 27 T O 1. Add the ones 2 1 2. Add the tens + 1 5 3 6 Carrying the tens 35 + 27 T O 5 + 7 = 12 3 5 2 ones and 1 ten + 2 7 Save your extra ten 6 2 by placing it below. 1 Remember to add your extra ten!

Now it’s your turn 6 + 3 = 17 + 9 = 26 + 32 = 48 + 27 = 9 – 5 = 18 – 7 = 38 – 24 = 73 – 36 =

Number bonds and Number facts 1 + 9 = 10 9 + 1 = 10 11+ 9 = 20 9 + 11 = 20 10 – 9 = 1 10 – 1 = 9 20 – 9 = 11 20 – 11 = 9 10 + 90 = 100 90 + 10 = 100 100 – 90 = 10 100 – 10 = 90 10 7 3

Inverse The operation that reverses the effect of another operation. 56 + 31 = 87 87 – 31 = 56

Reasoning is now seen as the magic ingredient in maths teaching. Being able to reason enables children to justify what they are doing, make predictions, generalise and explore - they will be able to make sense of mathematics.

Reasoning and problem solving are key elements of the National Curriculum and this is reflected in recent KS1 SAT papers and the types of question asked..

Reasoning about addition For example: Knowing the sum of three odd numbers will always be odd. 3 + 11 + 5 = 18  ‘I know this is incorrect as the answer is even’ 

If children are going to be really successful in maths then they must be able to reason and know what to do to solve problems.

Here is part of a number square 5 6 7 8 9 15 16 17 25 Add together the two numbers that would be in the shaded squares.

5 2 6 Here are some digit cards. Meg and Sam each use two of the cards to make a number. What is the difference between their two numbers? 2 5 6 I have made the largest number you can make. I have made the smallest number you can make

Razza and Gina have the same number of stickers. 1 2  Razza gives 15 stickers away.  Gina gives 32 stickers away. How many more stickers than Gina does Razza have now?

Complete the number sentences. 6 + = 10 = + 4 21 + = 24 + 3 Explain your methods.

Complete the number sentences. 27 + = 10 + 29 37 = + 14 29 + = 56 - 16 Explain your methods.

Remember to make maths fun!

Any questions? Multiplication and Division Information Session on Tuesday 5th Decemeber