Relate addition to counting on; recognise that addition can be done in any order; use practical and informal

written methods to support the addition of one-digit number or a multiple of 10 to one-digit or a two-digit
number
(Objective repeated in Block A Units 1, 2 & 3, Block B Unit 3 and Block D Units 2 & 3)
• Clip ten pegs onto a wire coat hanger. Count the pegs as you do so.

Separate the pegs, five at one end, five at the other.

Q Which double is this? How many pegs altogether?

• Separate the pegs into two sets e.g. 7 and 3.

Q How many pegs at this end?

Q How many pegs at this end?
Q How many pegs altogether?
Model recording i.e. 10 = 7 + 3.

Turn hanger round to show 10 = 3 + 7 and record. Point out that when adding two numbers together, it does not matter which we start with as the
total will remain the same.

• Repeat for other addition facts for 10.

• Cover up two of the pegs with a cloth (e.g. tea towel)

Q There are 10 pegs on the coat hanger. How many have I covered up?
Ask the children to hold up the number of fingers as there are pegs showing. Point out that the number of fingers folded down is the same as the
number of hidden pegs.

Record this as 8 + 10 = ‫ٱ‬. Agree what goes in the box.

• Repeat with other numbers.

Take ten biscuits and split them into two groups.

Record the number sentence 10 = 7 + 3

Provide each pair of children with a paper plate and ten biscuits (or cubes). Ask them to take turns and record the partitioning of the ten biscuits.
They should find as many ways as possible to split them between the two plates.

Can they organise the number sentences so they see a pattern?

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• Clip 2 pegs on the left of the coat hanger and 7 on the right.

Q How many pegs are there altogether? How did you work it out?
• Turn the coat hanger round.

Q How many pegs are there now?

Emphasise that the total is the same, whether we find 2 + 7 or 7 + 2.

Q Is it easier to work out 2 and 7 more or 7 and 2 more?

Draw out that it is easier to count on a smaller number.

• Roll a 1-10 dice and a dice with 1s and 2s at the same time. Say that you want to add the two numbers together to find the total score.

Q I’ve rolled 2 and 7. Will it be easier to start with 2 and count on 7 or start with 7 and count on 2?
Demonstrate adding the two numbers together by starting with one and counting on the other number, and then the reverse. Reinforce that the
answer will be the same.

• Roll the two dice again, agree which number to start with, and then record the number sentence e.g. 8 + 1 = 9.

Ask the children to work in pairs to roll two similar dice, decide how to add them together and record the number sentence, complete with the
answer.
• Sit children in a circle and lay out the floor dominoes on the carpet (alternatively spread lots of dominoes on the carpet in front of groups of
children).

Ask the children to find all the dominoes with a total of six spots.

When all the dominoes with six spots have been sorted, move the other dominoes to one side.

• Say that you are going to check their counting. Select the domino with four spots on the left and two on the right.

Q Look at this domino. How many spots does it have on this side?
Q How many on this side?
Q So how many spots altogether?
Write the number sentence on the board, 4 + 2 = 6, saying 4 add 2 equals 6 altogether. Draw the domino above the sentence. Now turn the domino
round so that the two spots are on the left.

Q What number sentence can we write now? Is it the same as before?

Write the number sentence on the board, 2 + 4 = 6, saying 2 add 4 equals 6 altogether.

Stress that it does not matter which way we add the two numbers we will still get the same total.

• Repeat for 1 + 5 and 5 + 1 and 0 + 6 and 6 + 0. Ask children to write the number sentences on the board.

• Ask children to work in pairs to find all the dominoes with a total of seven spots on their table and to record them by drawing. As you work with
different groups of children encourage them to say and write the number sentences to go with the dominoes.

When children are confident, ask them to write the number sentences next to the dominoes.

Repeat asking the children to find all the dominoes with eight spots.

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• Give all children a coloured shape
• Ask all blue squares to stand up

Q How many blue squares are there?

• Count blue squares together

• Ask all red triangles to stand up

Q How many red triangles are there?

• Count red triangles together

• Ask red triangles and blue squares to stand together in a line

Q How many shapes altogether?

• Model calculation on board

3+4=7 (3 add 4 equals 7)

Q How many more triangles than squares?

• Pair a child with a blue square with a child with a red triangle to show there is one red triangle left over, so there is 1 more red triangle.
• Children sit down
• Ask all red triangles to stand – establish there are 4
• Ask all blue squares to stand – establish there are 3
• Model calculation again
4+3=7

Q What do you notice about these 2 calculations?

Using the coloured shapes, children investigate if you can always carry out addition in any order.
• Give out coloured shapes
• Ask children to hold up yellow rectangles
• Count together and record number on board
• Repeat with green circles and record how many on board
• Add together and count to find answer
2+5=7
• Instead of actually counting the shapes to find the total, we will now use a different method, a number line
• Model on number line how to calculate 5 + 2 = 7

Q What if we had 2 + 5 what would the answer be?

• Show using number line

Q Is it easier to do 5 + 2 or 2 + 5?

• Encourage children to put largest number first

• Set the following question:
‘ I have 3 cakes but 6 people are coming for tea and everyone wants a cake ‘

Q How many more cakes do I need?

• Use number line to show answer, start at 3 jump to 6 and count difference between

Q How could we write this as a number sentence?

• Agree it would be 3 + =6

Children make up own addition problems/calculations and record using pictures and number line to show answer.

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• Present Resource sheet Y1 18 “The Toy Shop” to the class and read together the names of the toys. Clap or tap on a drum the value of each
item.
Which toy is the most expensive?
• Establish that the car is the most expensive as 10p has the highest value. Refer to class number line.
Which toy is the cheapest?
• Establish that the ball is the cheapest as 3p has the lowest value. Refer to class number line.
Which toy costs more, the dartboard or the doll?
• Ask the children to explain how they worked out their answers. Emphasise that if the train costs more than the doll the train is more expensive.
How much more was the dartboard than the doll?
• Use a number line to demonstrate counting on to find how much more.
If the dartboard costs more than the doll what could we say about the doll?
• Establish that as the doll costs less than the train the doll is cheaper.
Repeat using different examples from “The Toy Shop.”
Using laminated cards ask the children to put the toys in order starting with the lowest value.
Put one of the toy shop cards into a bag making sure the children can see Resource sheet Y1 18.
Tell the children that you have one of the toys in the bag and they have to ask questions to work out which toy is hidden. Encourage the children
to ask questions such as:
Is the toy in the bag worth more/less than the train?
Is it 5p more than the ball?
Refer the children to Resource sheet Y1 18. Tell them that they are going to buy two of the toys. Working in pairs, they can choose which toys
they want and calculate out how much it will cost.
Give the children a few minutes to record their answers on their whiteboards. Ask some of the children to feedback to the whole group and
explain how they worked out their answers.
Model the calculations on the whiteboard using + and = in a number sentence. Make sure the examples you select are not the ones for the next
activity.
Tell the children that they are going to be set a challenge.
Can they choose the two toys which, when totalled together would cost the most? What is the total cost?
Establish that it is the car and the lego. Model the calculation on the whiteboard.
Which two toys would cost the least? What is the total cost?
Establish that it is the ball and the jigsaw. Model the calculation on the whiteboard.
Ask the children:
How much would it cost if we bought two dartboards? What do we need to know to work the answer out as quickly as possible?
Make sure the children understand that they can apply their knowledge of doubling to work out the answers for all the toys.

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 Present Resource sheet Y1 18 to the children. Read through the prices together. Tell the children that there is going to be a sale in the toy shop.
Explain what this means to the children. Write on the whiteboard.
2p off everything. Every toy is 2p less.
Tell the children that they are going to work out how much each toy is going to cost in the sale. Choose one of the toys eg. the yoyo.
The lego costs 8p. How much will it cost in the sale?
When the correct answer has been given ask the children:
How can we check that 6p is the correct answer?
Take responses and model the children’s method of working out using cubes and the number line. Write the calculation on the whiteboard using –
and = in a number sentence.
Work through all the toys on Resource sheet Y1 18.
Draw your own set of sale items. Write price tags not less than 6p next to them. Change the labels on the whiteboard to;
5p off everything. Every item is 5p less.

Work through these new sale items as above.

At the front of the class put mega money/OHP coins in order as the children respond to questions such as:

Which coin is worth the least / has the smallest value? Which coin comes next?
Chant the names of the coins with the children. Ask the children to close/cover their eyes and remove one of the coins.

Which coin is missing? How did you work that out?

Present an item labelled 5p. (Use an item from the class shop). Talk about how much it is worth, clap 5 times to match the value etc.

Give the children the pots of money. Working in pairs, ask the children to show you 5p using the coins they have. Tell the children that there is more than
one way so they can have several different answers.
Take random examples from the children and show the class using mega money/OHP coins.
Ask the children
How do we know whether we have found all the different ways of making 5p?
Agree that the best way would be to work systematically starting with 1ps through to a 5p coin.

1p 1p 1p 1p 1p
2p 1p 1p 1p
2p 2p 1p
5p

Make sure the children understand that these are the only possibilities and that a combination of 1p 2p 1p 1p is the same as 2p 1p 1p 1p.
Choose another item labelled 7p and repeat the above.
Conclude by asking the children:
What is the greatest number of coins we need to make 7p? What is the least? Is there one coin we can use to make 7p?
Using Resource sheet Y1 18 or items from the class shop, read through the price labels.
Working in pairs, give the children the money pots and ask the children to find the correct amount of money for each price label. Put the mega/OHP
money next to the item using the least number of coins.

Select two items. Tell the children that you would like to buy these two items. Say to the children:

What would be the first step I would have to take?

Establish that we need to work out how much they would cost altogether. Therefore we have to add the two totals together.
Model the calculation using + and = signs on the whiteboard.

Agree with the children that when they have found the total the next step is to decide which coins to use.

Will we use all the coins from the beginning of the lesson?
Make sure the children understand that the coins needed are the ones which will equal the final total rather than combining the two sets of coins. Ask the
children

Which coin do we need to add to our mega money and money pot?
Agree that we will need a 10p coin. Model finding the total using 10p coin.
Work through several examples as a whole class. If the children are confident calculate the totals as a whole group and allow the children to find the
correct coins using their money pots.

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Show OHT Y1 19 of a bus with 20 windows.

Say that 8 people will be getting on the bus. Show the 8 counters to represent people. Invite a child to come and arrange the counters on the bus.

Q How many people has Rebecca put on the top deck of the bus? How many people has she put on the lower deck? So how many people altogether?
Say, '6 on the lower deck, add on 2 more is 8'. Model holding up 6 fingers and counting on from 6 saying ‘7, 8’. Model the addition on a number line. Start on
6 and jump on 2.

Write on board 8 = 6 + 2.

Invite another child to rearrange the 8 counters, saying that you and the class are going to try and find different ways of arranging the 8 people.

Q How many people has Nazeem put on the top deck? (5) How many on the bottom? (3) How can we check that there are still 8 people on the bus?
Point to the five on the lower deck, hold up three fingers, saying ‘three more people, six, seven, eight’.

Q If I put my finger on 5 on the number line and jump on 3 what number will I land on?
Ask the children to look at the number line and invite a child to come and start on 5 and jump on 3.

Write on the board 8 = 5 + 3.

Repeat the process for other arrangements.

Give each child a copy of Resource sheet Y1 20 and 10 counters. Ask them to arrange the 10 counters on the bus in different ways and to write each different
way as a number sentence in their books.
Put the question cards into the ‘magic’ box or bag. Invite a child to pull out a question card from the bag, for example 10 – 4 = and read the question.

Q Do we have to add or subtract? How do you know?

Q How will you work out the answer?
Encourage the children to use their whiteboards to show you the answer and any jottings that they used.

Model some different ways of solving the problem drawing on the children’s strategies which might include:
I held up 10 fingers and I took away 4, leaving me with 6.
I looked at the number line and counted 4 jumps back from 10.
I put 10 in my head and counted back 4.
I drew a number line on my board and counted back 4 jumps from 10.
(Draw the jumps on the number line where these have been used.)

Invite a child to come and pull another question from the bag, for example
5+6= .

Q What do we have to do? How do you know?

Ask children to use their whiteboards to show you their workings and answers.
Highlight different strategies:
Some of you saw that this was a near double and you worked out 5 + 5 + 1 more.
Some of you held up 6 fingers and counted on from 5 some counted on from 6.
Some of you used a number line; you started on 5 and counted on 6.
Some of you put 5 in your head and counted on 6 or counted on from 6.

Repeat this process for different questions, use numbers beyond 10 so that children have to use strategies other than counting on their fingers.

Model drawing number lines and ask the children to try that strategy too.

Put a selection of questions face down on each table. Ask children to turn over a card and copy it into their book with the answer and any jottings that they
used. Provide number lines.

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• 5 + 7 makes 12

Q How can we add 5 and 7 together?

• Take children’s suggestions.

Q Could we partition 7 into smaller numbers that would make it easier to add to 5?

• Talk to partners - any suggestions?

• Hopefully children have idea breaking 7 into 5 + 2 - use fingers to show 7 = 5 + 2 therefore 5 + 5 + 2 = 12.

• Easy to add 5s.

• What about:-

5 + 8? 8=5+3
5+5+3 Use fingers to demonstrate

• Children to try additions of their own - partitioning larger number into 5 and a bit - using hands.

Record calculation.
Make or draw a train with 10 carriages. Say we are going to need enough carriages to take people on holiday. Each carriage can carry 10 people.

How many carriages will we need for 15 people?

Establish 1 carriage for 10 and 1 carriage for 5 people

Repeat with other teen numbers

Each carriage is full, there are 5 carriages, how many people?

How many people in 6 carriages?

Count in tens to count various numbers of people in carriages.

This carriage holds 10 people, if I take 6 out how many people will be left in the carriage? Repeat with other numbers.

Some people got off the carriage, three were left on, How many got off?
Repeat with other numbers.

One carriage was half full, how many people are in it?

One carriage holds three people; the next carriage has double that number of people, How many people?

How many carriages would we need for 22 people?

Place a number of towers of ten on the board, practise counting in 10s from zero.

Place two towers of ten, establish there are 20 cubes.

Make various numbers to 29, children write corresponding numbers.

What does the 2 in 23 stand for?

Give each pair of children towers and single unifix cubes or tens and units equipment.

• Using I.T.P Place value cards make numbers e.g 11, 21, 31, 41. Ask the children to make corresponding numbers with unifix cubes.

What do you notice?

Why do you think this happens?
Establish the units stay the same and number of tens change as the number increases by 10 each time.

Using the ITP make cards 1, 11,21,31,41 place horizontally, read the numbers.

What does the three in 31, four in 41 stand for?

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• Put 15 counters (all of the same colour) on the OHP arranged as follows:

●●●●● ●●●●●
●●●●●

Cover the top row of 10 counters with a piece of paper.

Point to the 5 counters.

Q If we add two more counters of a different colour, how many counters will we have? What number sentence could we write?
Add two more counters of a different colour and write 5 + 2 = 7 underneath the counters.

• Remove the two extra counters and reveal all 15 counters.

Q How many counters have we got now? How many counters will we have if we add two more? What number sentence could we write?
Add the two extra counters and record 15 + 2 = 7 underneath 5 + 2 = 7.

• Repeat with 6 counters adding 3 extra counters, and then 16 counters and 3 more.

Q What do you notice about 6 + 3 = 9 and 16 + 3 + 19? If we know 7 + 2 = 9, what do you think 17 + 2 will be?
Show 7 + 2 and 17 + 2 on the OHP drawing out that the second answer is 10 more than the first.

• Start again with 15 counters on the OHP, covering up the top row of 10, to leave the 5 counters showing.

Q How many counters will there be if I take 2 away? What number sentence could I write?
Take the last two counters off and record 5 – 2 = 3 underneath. Reveal the top row of counters and add the 2 counters back on to show 15 counters.

Q How many counters do I have now? How many will there be if I take 2 counters away? What number sentence could we write?
Take off the last 2 counters and record 15 – 2 = 13 underneath 5 – 2 = 3.
Repeat the above to show 7 – 2 and 17 – 2.

Q What do you notice about 7 – 2 and 17 – 2? If we know 9 – 4 = 5, what do you think 19 – 4 will give us?
Draw out the answer to 19 – 4 is 10 more than the answer to 9 – 4 = 5.
Ask the children to complete Activity sheet Y1 21 looking for number sentences from the first column to help them with the second.

• Write on the board 10 + 4 = ‫ٱ‬.

Q How did you work it out?

Collect answers.

Launch ITP ‘Number Facts’. Display 14 beads and click on the first 10 to show their colour and number sentence 10 + 4 = 14.

• Write on the board 10 + 6 = ‫ٱ‬.

Collect answers. Display 16 beads on the ITP and click the first 10 to show 10 + 6 = 16. Repeat with other numbers.

• Write on the board 19 = 10 + ‫ٱ‬.

Q How did you work it out?

• Collect answers. Display 19 beads on the ITP and click on the first 10 to show 10 + 9 = 19. Repeat for 10 + 10 = ‫ڤ‬.

• Write on the board 10 – 4 = ‫ٱ‬.

Q How would you work this out?

Click on the + sign to select the subtraction option. Display ten beads and drag four into the bin. Display the number sentence 10 – 4 = 6.

Show by counting the beads that 4 + 6 = 10 and say that this is using our pairs of numbers which total 10.

Repeat with 10 – 3 = ‫ٱ‬.

3 + 7 = 10
10 – 3 = 7

Give the children some similar examples to work through independently.

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♦ Write a number between 10 and 20 on the board (eg 12). Ask children

Q How can we make this number?

♦ Children to talk to partners and write answers on whiteboard - use number lines to help.

♦ Take responses from class eg

10 + 2
5+7
2+5+5

♦ Focus on 3 number solution - check using number line and ask for other 3 numbers that add up to 12.

♦ Children talk to each other and write answers on whiteboards.

♦ Record all answers on board.

Q How do we know we have all possible combinations?

Teacher to model organising responses into systematic order eg

1+2+9
1+3+8
1+4+7

Activities - give children number 9 or 15 or 24 ask them to find as many 3 number calculations as possible (extend for more able to 4 or 5 number
calculations).
♦ Using class number line ask a child to come and demonstrate finding the answer to 6 + 3.

Q If we know 6 + 3 = 9 what else do we know?

♦ Children discuss with partners and teacher takes responses eg

3+6=9
9-3=6
9-6=3

♦ Teacher writes on the board

6 + 13

Q How could we work this out?

♦ Take children’s ideas eg 13 count on 6

6 + 3 + 10

Q What is the answer?

♦ Children to use number fans to show answer 19.

♦ Write on board

6+3=9
16 + 3 = 19

Q What do you notice about these calculations?

♦ Take children’s responses. Explain - using 100 square that 19 is 10 more than 9 and 16 is 10 more than 6. 10 more in the question leads to 10
more in the answer.

Q If we know 2 + 6 = 8 then what is 12 + 6 = ?

♦ Show this on a 100 square.

Activities. Give children addition fact to 10 on a card eg 4 + 3 = 7. Children to work out other addition calculations from this known fact based on 10
more.

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RESOURCE SHEET Y1 18

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OHT Y1 19

- 11 -
RESOURCE SHEET Y1 20

- 12 -
 ACTIVITY SHEET Y1 21

Look for number sentences in the first column to

help you complete the ones in the second
column.

8–3=5 17 – 4 =

6–2=4 18 – 2 =

7–4=3 16 – 2 =

9–3=6 17 – 5 =

8–2=6 19 – 3=

7–5=2 18 – 2 =

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