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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.
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.
Provide each pair of children with a paper plate and ten biscuits (or cubes). Ask them to take turns and record of the partitioning
of the ten biscuits. They should find as many ways as possible to split them between the two plates.
• 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 Is it easier to do 5 + 2 or 2 + 5?
• Use number line to show answer, start at 3 jump to 6 and count difference between
• Agree it would be 3 + =6
Children make up own addition problems/calculations and record using pictures and number line to show answer.
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.
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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= .
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.
Q What is the answer to the calculation 6 plus 3?
• Talk to partner and write number sentence on whiteboards. Children to show whiteboards and choose child to write
calculation on board
6+3=9
Q Is it easier to do 4 + 8 or 8 + 4?
Children to pose oral questions to a partner using the words total, sum, altogether - partner to find answer and record number
sentence.
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Q What is 4 take away 2?
• Again we need to be able to record this. With partners children record calculation on whiteboards.
• Check whiteboards and ask child to read out calculation whilst writing number sentence on board.
4-2=2
Q What is 7 subtract 0?
• Children discuss with partners. Take responses - hopefully children realise that subtracting zero leaves number unchanged.
Demonstrate practically.
• Ask 9 children to stand up. Then say I want none of you to sit down.
• Checks whiteboards and ask child to read out number sentence whilst writing it on the board.
Children to use digit cards. Choose 2 cards and write subtraction sum and answer either as number sentence or in pictures.
Repeat using different cards.
• Use ITP number facts to show 10 - 4, 10 - 6 etc then 9 - 5, 9 - 4 etc. Show corresponding number sentences.
Q If we had 7 counters how many more would we need to make 10? Show answer using number fans
7+ = 10
9-∆ =6
Q Can you find any other pairs of numbers with a difference of 3. Partner work.
2, 5, 7, 9, 6
Q Smallest difference?
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• Remind children of term difference.
• Can you show me two numbers with a difference of 2? 3? 5? - using digit cards. Write a sum for each on a whiteboard.
• Read out calculations encouraging children to use different vocabulary for subtraction.
Q I’m thinking of a number. If I take away 3 I have 7 left. What is my number? Number fans.
Q I had some grapes in a bag. I ate 7 and I only had 5 left. How many did I have to start with?
Children to work with a partner to think of problem and solution to share with class - record pictorially or in words.
Q What is 7 + 2?
• Children to show answers on number fans. Ask child to write number sentence on board 7 + 2 = 9.
7+ =9
• Take children’s responses. Emphasise that first calculation helped us to work out second calculation.
Q Did the other number sentences help us work this one out?
Q How?
Q What is 7 - 3?
• Children to show answers on number fans. Ask one child to record number sentence using digit cards and signs.
• Children to show answer quickly using fans. Discuss how worked out answer. Put in missing number.
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Who can tell me which symbol should go here?
Repeat several times replacing either the + or the = symbols with an empty box.
Give the children a selection of cards with missing symbols to complete. More able could have both the + and the = symbols
missing and replaced with □ and Δ.
Use the ‘4 operations missing number or sign’ spreadsheet from the primary frameworks website.
Choose the add & subtract page.
Ask the children if they can work out what the missing number is and write it on their whiteboards.
Discuss how they worked it out.
Ask a child to read the number sentence
Change the numbers several times and repeat always asking the children to read the calculation..
Now move the red box to cover the addition/subtraction sign. And repeat as above.
Use the ‘’Add or subtract missing number or sign’ spreadsheet form the primary frameworks website.
This program shows calculations with either a missing number or a missing sign at random.
Ask the children to write the missing number/sign on their whiteboards and then explain to you how they worked it out.
Ask another child to read the calculation aloud using appropriate vocabulary.
Repeat several times.
Give the children cards with either missing numbers or missing signs and ask them to compete in pairs
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