Knowledge, skills and understanding
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.
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.
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 single digit numbers. Add on to 5. Addition to 20. Add on to 10. Counting to 100 on a number line: Activity 1.
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.5 – Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Samples: Add on to 5. Add on to 10. Counting forwards and backwards by 10. Investigating number patterns. One More Than.
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
1.NBT.4 – Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Samples: Counting forwards and backwards by 10. Add on numbers under 10. Add on 10.
1.NBT.5 – Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Samples: Counting forwards and backwards by 10. Add on 10. Timed Challenge: Add on 10 - Jump Strategy.