Maths workshop • partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones, which is the same as 1 ten and 13 ones) • add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations • use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100) • subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33) recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28)

Game: Pick a card Read the number to your grown up Write that number in words Which digits are in your number? Partition it into tens and ones Now use the equipment to make your number

Game: Pick a card Now show the number in a picture

Can we show the same number in a different way? partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones, which is the same as 1 ten and 13 ones)

10 more, 10 less 1 more, 1 less Using your number card, what would it be if we added 1 more? 1 less? 10 more? 10 less? What is happening to the digits in your number? Explain to your grown up!

True or false? When you add 1, your number gets bigger? When you add 10, the number gets smaller? If you subtract one, only the ones digit changes? If you add or subtract 10, the ones digit stays the same?

Adding & subtracting two, 2 digit numbers Use the resources

Did we get these right? Estimating! 23 + 41 = 64 67 – 12 = 79 50 + 21 = 90 80 – 30 = 51

Missing numbers If 13 + 7 = 20, show as a part whole model & a bar model. NOW show 20 – 7 = 13, what do you notice? Now apply this to find the missing number: 13 26