Knowledge, skills and understanding
Solving numerical problems
KS1.Ma2.4 – Pupils should be taught to:
KS1.Ma2.4.a – Choose sensible calculation methods to solve whole-number problems (including problems involving money or measures), drawing on their understanding of the operations
Samples: Addition to 20. Subtract single digit numbers. Measuring using informal units tutorial.
Using and applying number
KS1.Ma2.1 – Pupils should be taught to:
Problem solving
KS1.Ma2.1.a – Approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do
Samples: Addition to 20. Subtract single digit numbers. Interpreting Column Graphs - 3.
KS1.Ma2.1.b – Develop flexible approaches to problem solving and look for ways to overcome difficulties
Samples: Addition to 20. Subtract single digit numbers. Adding multiples of 10. Add numbers less than 5. Subtract from 10.
Calculations
KS1.Ma2.3 – Pupils should be taught to:
Number operations and the relationships between them
KS1.Ma2.3.a – Understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ? ]
Samples: Add on to 5. Add on to 10. Addition to 20. Make 10. Counting forwards and backwards by 10.
Mental methods
KS1.Ma2.3.c – Develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
Samples: Add on to 5. Add on to 10. Addition to 20. Make 10. Counting forwards and backwards by 10.
KS1.Ma2.3.e – Carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, x, ÷ and = correctly [for example, 7 + 2 = 9] .
Samples: Add on to 10. Addition to 20. Make 10. Add three numbers - each under 6. Counting forwards and backwards by 10.
Knowledge, skills and understanding
Calculations
KS2.Ma2.3 – Pupils should be taught to:
Mental methods
KS2.Ma2.3.d – Recall all addition and subtraction facts for each number to 20
Samples: Addition to 20. Subtract single digit numbers. Single digit addition with a missing number.
Number and place value
ACMNA004 – Represent practical situations to model addition and sharing
Samples: One More Than. Count on 2 - numbers up to 10. Add on to 5. Add single digit numbers. Addition to 20. Share 12 equally.
Number and place value
ACMNA015 – Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
Samples: Add on to 5. Add on to 10. Addition to 20. Make 10. Add three numbers - each under 6.
Number and place value
ACMNA029 – Explore the connection between addition and subtraction
Samples: Make 10. Addition to 20. Add three numbers - each under 6. Single digit addition with a missing number.
Number and place value
ACMNA055 – Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
Samples: Addition to 20. Add three numbers - each under 6. Single digit addition with a missing number.
3.NA.1 – Apply basic addition facts and knowledge of place value and symmetry to:
3.NA.1.a – Combine or partition whole numbers
Samples: Add on to 5. Add single digit numbers. Addition to 20. Add on to 10. Counting to 100 on a number line: Activity 1.
4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:
4.NA.1.a – Combine or partition whole numbers
Samples: Counting to 100 on a number line: Activity 1. Make 10. Addition to 20. Add three numbers - each under 6.
5.NA.1 – Apply additive and simple multiplicative strategies and knowledge of symmetry to:
5.NA.1.a – Combine or partition whole numbers
Samples: Place value - four digit numbers. Place Values. Addition of three digit numbers. Add on numbers under 10.
Mathematics
K.OA.1 – Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Samples: One More Than. Count on 2 - numbers up to 10. Add on to 5. Add single digit numbers. Addition to 20.
K.OA.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Samples: Addition to 20. Subtract single digit numbers. Add numbers less than 5. Subtract from 10.
Mathematics
1.OA.1 – Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )
Samples: Addition to 20. Subtract single digit numbers. Count on and back by 2 - numbers up to 30. Add numbers less than 5.
Mathematics
1.OA.4 – Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
Samples: Investigating number patterns. Subtract single digit numbers. Add on to 5. Add on to 10. Addition to 20. Make 10.
Mathematics
1.OA.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Samples: Add on to 10. Addition to 20. Add three numbers - each under 6. Counting forwards and backwards by 10.
Mathematics
2.OA.2 – Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
Samples: Investigating number patterns. Make 10. Addition to 20. Add three numbers - each under 6.