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.d – Develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single-digit number, then adding and subtracting a multiple of 10 to or from a two-digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition
Samples: Adding multiples of 10. Add on numbers under 10. Jump Strategy/Method Explained. Adding multiples of 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:
Number operations and the relationships between them
KS2.Ma2.3.a – Develop further their understanding of the four number operations and the relationships between them including inverses; use the related vocabulary; choose suitable number operations to solve a given problem, and recognise similar problems to which they apply
Samples: Single digit addition with a missing number. Add on numbers under 10. Two digit addition: Activity 1.
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.
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
2.OA.1 – Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using 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: Adding multiples of 10. How to add using the split strategy. Add on numbers under 10.
Mathematics
2.NBT.5 – Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Samples: 'Adding On' single digit numbers - Blocks as visual cues.