# Maths Year 1 Autumn Addition and Subtraction

Each unit below has everything you need to teach a set of related skills and concepts. The 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities and includes a document outlining common misconceptions, key questions and vocabulary. Problem-solving and reasoning activities develop these skills, and for each unit there are a set of questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Starters are of two types: some practice pre-requisite skills that pupils will need for the unit; others rehearse skills that pupils need to keep simmering throughout the year. Extra support activities enable targeted work with children who are well below ARE. The ‘Unit Plan’ gives you a text version of all parts of the unit to use in your school planning documentation.

## Unit 1 Adding by counting on (suggested as 4 days)

### Objectives

Unit 1: ID# 1151

National Curriculum

Hamilton Objectives
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add small numbers by counting on.

### Planning and Activities

Day 1 Teaching
Demonstrate how to add by counting on using a ‘bus’. Sit 5 soft toys on a table: They are on a bus. Let toys get on the bus and demonstrate how we count on to work out the total now on the bus.
Group activities
-- Showing 5 fingers and counting on to find total of fingers on the other hand.
-- Roll 2 spotty dice (one with 5 dots) and find the total by counting on.

Day 2 Teaching
Wave a hand. Five. Children do the same. Ask them to hold up 1 more finger. 5 and 1 more makes? Say 5 waving the hand, then 6 indicating the extra finger. Also model adding 2, 3, 4 and 5.
Group activities
-- Make a snake and add on cubes. Add the 2 colours together.
-- Add spots on dominoes and put them in order.

Day 3 Teaching
Draw 7 smiley faces on a picture of a bus. Allow 1, 2 or 3 people to get on and model adding by counting on. Also use frogs on a log.
Group activities
-- Roll 2 spotty dice and add on 1, 2 each time. Write the sentence.
-- Work out how many dogs are in the rescue centre by adding on and recording number sentence.

Day 4 Teaching
Show 5 beads on 20-bead bar. Children do same on their 20-bead strings. Roll a 1, 2, 3 dice. Model counting on that number, e.g. say 6, 7 as you slide beads across 1 at a time. Repeat.
Group activities
Use the 'Dotty Triangle Corners' in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Choose 5-10 on bead string and add on 1, 2 or 3 onto this number.

### You Will Need

• 5 soft toys
• Pennies & tin
• 5 spot or 6 spot dice & 1-6 dice
• Sets of dominoes
• Large sheets of paper to draw buses on
• 1, 2 spotty dice
• 5 pictures of dogs (see resources)
• Dice with 1, 2 (3) written on

### Mental/Oral Maths Starters

Day 1 Count on (pre-requisite skills)

Day 2 Count on (pre-requisite skills)

Suggested for Day 3 Pairs to 5 (simmering skills)

Suggested for Day 4
Recognise quantities (simmering skills)

### Worksheets

Day 1
Work out the total of 2 dice.

Day 2
Draw a picture to show the number sentence.
Work out totals of fingers.

Day 3
Work out how many people there are on the bus after it stops at a bus stop.

Day 4

### Mastery: Reasoning and Problem-Solving

• Draw 5 faces on a bus. Let 2 or 3 people get on. How many on the bus now? Write the addition.
• What is 5 add 4?
• Use the line below to help you complete these sums. Point at the first number and count on:
5 + 3 = ☐
6 + 1 = ☐
4 + 4 = ☐
7 + 2 = ☐
 1 2 3 4 5 6 7 8 9 10

• 5 little frogs
Sitting on a log
On hop 3
How many can there be?

In-depth Investigation: Dotty Triangle Corners
Children use trial and improvement to find different ways of making a given total by adding three numbers.

### Extra Support

What's Next Norris?
Saying the next number after any number from 1 to 9

Room For One More!
Adding 1 to any number from 1 to 9, by saying the next number

## Unit 2 Partitioning to create number bonds (suggested as 4 days)

### Objectives

Partitioning to create number bonds
Unit 2: ID# 1163

National Curriculum

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20.
12. Solve missing number problems and addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Use 5 pegs on a hanger and a cloth. Hide some and ask how many are hidden. 3 and what make 5? Record the matching addition, e.g. 3 + 2 = 5. Hide different numbers of pegs and repeat.
Group activities
-- Make ‘snakes’ using 5 cubes in 2 colours.

Day 2 Teaching
Show 6 pegs on a hanger and split into 5 and 1. Record 5 + 1 = 6. Turn hanger round so it shows 1 + 5. Split 6 into other pairs and repeat. Then model subtraction by hiding pegs and writing 6 – 2 = ?
Group activities
Use the 'Domino Loop' in-depth problem-solving investigation below as today’s group activity.
Or, use these activties:
-- Solve the problem of how many eggs are missing.
-- Make pairs to 6 using egg boxes and play-dough eggs.

Day 3 Teaching
Use 2 colours of peg on a hanger to show the bonds to 7. Record these as additions, e.g. 3 + 4 = 7 and as subtractions, e.g. 7 – 4 = 3. Then ask children to use 7 fingers on 2 hands to show the bonds to 7.
Group activities
-- A challenge to make as many different ‘snakes’ as they can with 7 cubes.

Day 4 Teaching
Partition 10 pegs in 2 colours on a hanger and record the related additions.
Then hide some pegs and record missing number sentences. E.g. Hide 2 and write 8 + □ = 10. What number goes in the box?
Group activities
-- Finding all the number bonds to 10 and writing number sentences to match.

### You Will Need

• Pegs in 2 different colours
• 2 coat hangers
• Cloth
• Coloured cubes
• Play-dough eggs or real eggs
• Long coloured strips of paper
• Coloured pens
• Post-it notes
• Egg box
• Play-dough

### Mental/Oral Maths Starters

Day 1
Pairs to 5 (pre-requisite skills)

Day 2
Pairs to 6 (pre-requisite skills)

Suggested for Day 3
Recognise quantities (simmering skills)

Day 4
Pairs to 10 (pre-requisite skills)

### Worksheets

Day 1
Partition 5 biscuits onto the plates in different ways.

Day 2
Colour eggs in boxes and writing the matching addition and subtraction bond to 6.

Day 3
Work out number sentences of different coloured counters.
Make the dotty spots add to 7.

Day 4
Play 'Number Bonds to 10 Balloon Jumble'. Make pairs of balloons that add up to 10.

### Mastery: Reasoning and Problem-Solving

• Write the number of blank bricks in these diagrams, then write the matching additions.
Diagram 1
 6 // // // //

Diagram 2

 7 // // // //

Diagram 3

 5 // //
• The crocodile has 6 fish. He eats 4. How many are left?
• The mouse has 5 bits of cheese. She finds 2 more. How many has she now?
• Write all the different ways of making 7. e.g. 1 and 6. Make sure you have them all!
• Fill in the missing numbers:
5 + ☐ = 10
7 + ☐ = 10
2 + ☐ = 10

In-depth Investigation: Domino Loop
Children make loops of dominoes such that meeting ends have a given total number of spots.

### Extra Support

Give Me 5
Partitioning 5

Stick Sums
Finding pairs which make 10

## Unit 3 Subtraction: count back/take away (suggested as 5 days)

### Objectives

Subtraction as taking away or counting back
Unit 3: ID# 1171

National Curriculum

Hamilton Objectives
10.Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add small numbers by counting on and subtract small numbers by counting back.
12. Solve addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Draw faces on a bus on a w/b. Model how we subtract by counting back when 1 or 2 get off the bus. There are 7 on the bus and 2 get off. 7, 6, 5. We count back 2. Record 7 – 2 = 5. Repeat.
Group activities
-- Work out how many dogs are left in the rescue centre and how many people are left on the bus.

Day 2 Teaching
Show 5 red & 5 yellow pegs on a hanger. How many pegs? Children put up 10 fingers. Remove 1 peg. Children fold 1 finger. How many are left? What number sentence can we write? Repeat.
Group activities
Use the 'Spot the Difference' in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Make a tower of cubes and take away the number on the dice. Record the number sentence.

Day 3 Teaching
Show 5 beads on a 20-bead bar. Count on 2, saying 6, 7 as you slide beads. Children mimic on fingers. Record 5 + 2 = 7. How many if we take 2 beads away? Put the 2 beads back. Children fold 2 fingers. We are back where we started!
Group activities
-- Work out how much money is left when a child spends some and then earns some back.
-- Explore the relationship between adding and subtracting.

Day 4 Teaching
Count 5 cubes into a tin and ask how many. Drop another cube in. And now? Repeat. And now? Record addition. Take out 2 cubes, 1 by 1. How many now? Record subtraction. Repeat.
Group activities
Use the 'Spot the Difference' in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Game with towers of cubes. Taking away and adding numbers to see who can reach 10 or 0 cubes the first!

Day 5 Teaching
Show a word problem about dogs in a rescue centre. Model how to solve this using fingers or cubes. Write a matching calculation and repeat with other stories.
Group activities
-- Practical number stories using equipment to work them out and creating leaf posters to show the number sentences.

### You Will Need

• Picture of a bus drawn on large paper
• Pictures of dogs (see resources).
• Pictures of buses - differentiated (see resources).
• Dice labelled with digits 1, 2.
• 5 red pegs and 5 yellow pegs.
• Coat hanger.
• Number cards 1-5, 5-10 & 5-15.
• Dice labelled with digits 2, 3.
• 10 £1 coins.
• Cubes.
• Hat/tin
• Large dice labelled +1, +2, +2, –1, –2 and –2.
• Multilink & other counting resources.

### Mental/Oral Maths Starters

Day 1
Count back (pre-requisite skills)

Suggested for Day 2
Counting (simmering skills)

Day 3
Count back 2 (pre-requisite skills)

Suggested for Day 4
Bonds to 5 (simmering skills)

Suggested for Day 5
Numbers to 20 (simmering skills)

### Worksheets

Day 1
How many frogs on the lily pads when some hop into the pond?
Work out the number of passengers on a bus.

Day 2
Challenge to work out how tall the tower is after cubes have fallen off.

Day 3

Day 4
Add or subtract the number of petals to find the total.

Day 5
Work out dog rescue story problems.

### Mastery: Reasoning and Problem-Solving

• Set up using small world play equipment.
There are 7 ducks in the pond. If 2 get out, how many are left?
Write a matching number sentence.
If 3 more get in, how many ducks are on the pond?
Write a matching number sentence.
If 2 get out, how many are left on the pond?
Write a matching number sentence.
• Draw a number track from 1 to 10. Place your counter on a number. Write it. Now hop along 2. Where do you end up? Write the addition. Repeat.
 1 2 3 4 5 6 7 8 9 10
• More challenging
Write the missing numbers:
7 – 3 = ☐
5 + ☐ = 6
☐ + 2 = 5

In-depth Investigation: Spot the Difference
Children find dominoes where one side has one more spot than the other, and then where one side has two more spots than the other.

### Extra Support

What's Before Beryl?
Saying the number before any number up to 6, then 10

Dig for Acorns
Subtracting 1 from any number from 2 to 6, and then from 2 to 10, by saying the number which comes before

## Unit 4 Add by counting on (numbers to 20) (suggested as 4 days)

### Objectives

Adding by counting on (numbers to 20)
Unit 4: ID# 1181

National Curriculum

Hamilton Objectives
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
11. Add small numbers by counting on.
12. Solve addition problems in number stories.

### Planning and Activities

Day 1 Teaching
Use a washing line of numbers to 20 to model starting anywhere and counting on to add 1 or 2. Match this to a tower of cubes, e.g. 13 cubes, add 2 more and record: 13 + 2 =.
Group activities
-- Adding 1 and subtracting 1 from number cards and recording number sentences.
-- Finding 1 more and 1 less and demonstrating this on a number track.

Day 2 Teaching
Use a large beaded line to 20 and model how we can find 2 more/less than any number up to 20. Record the hops on the beaded line and have children do the same.
Group activities
-- Work out addition and subtraction number sentences by drawing hops on a beaded line.

Day 3 Teaching
Use a large 0–20 beaded line. Point at a number, e.g. 5. Demonstrate how to add 3. Make a matching tower of cubes. Model adding 3 more cubes, one at a time. Record 5 + 3 = 8. Repeat.
Group activities
Use the 'Red or Blue’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:

Day 4 Teaching
Show a coat hanger with 2 pegs at 1 end and 7 pegs at the other. Point to the 2, and add the 7. Count on saying 3, 4, 5, … 9. That was a lot to count on! Turn the hanger round to show 7 and 2. Are there still the same number of pegs? Model how we hold the hanger either way round to make the adding easier, i.e. counting on the smaller number.
Group activities
-- Discuss and decide whether to stick or switch the addition number sentence.

### You Will Need

• 1-20 washing line numbers
• 1-20 cards
• Cubes
• Pegged number line
• Number tracks
• 1-20 number track
• Sets of numbers (see resources)
• Coat hanger, pegs
• Additions printed on card (see resources)
• Feely bag

### Mental/Oral Maths Starters

Day 1
Count on (pre-requisite skills)

Day 2
Add by counting on (pre-requisite skills)

Suggested for Day 3
Count to 20 (simmering skills)

Suggested for Day 4
Place value of teens numbers (simmering skills)

### Worksheets

Day 1
Work out the missing number facts with 1 more and 1 less.

Day 2
Work out the missing number facts with 2 more and 2 less.

Day 3
Work out the number sentence to match the picture.
Draw the number sentence onto beaded lines.

Day 4
Discuss and work out whether to stick or switch the addition number sentences.

### Mastery: Reasoning and Problem-Solving

• Make a line of 13 cubes. How many will you have if you add 2 more? Write the answer before you add them!
• Sam built a tower of cubes. He took 1 off. His tower was 12 cubes tall. How tall was it before?
• Start at 5. Add 2.
Keep going like this.
Do you get to 20?
• Decide which order you would add each pair of cards. Write the addition.

Cards 1

 2 14

Cards 2

 12 3

Cards 3

 15 4

In-depth Investigation: Red or Blue
Children explore number patterns when counting on or back 2, 3 and 4. They use two colours to represent even/odd numbers.

### Extra Support

Under the Cup
Finding one more and one less than numbers from 1 to 10

## Unit 5 Number bonds to 10 (suggested as 4 days)

### Objectives

Number bonds to 10
Unit 5: ID# 1187

National Curriculum

Hamilton Objectives
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Partition 10 into pairs by splitting pegs in different ways and writing the corresponding number sentences. How many pegs have been hidden? Cover different numbers of pegs. 10 pegs split into 8 and 2. What if we took away 2? Write the subtraction.
Group activities
Use the 'Square Tens’ in-depth problem-solving investigation below as today’s group activity.
Or use these activities:
-- Finding missing number bond numbers!

Day 2 Teaching
Number bonds to 10, partitioning fingers on hands to find and write the number bonds to 10.
Group activities
-- Number bond snap.

Day 3 Teaching
Number fans, holding up matching number bonds to 10. Play the game of matching the correct number bonds to make pairs to 10.
Group activities
-- Relating addition and subtraction number bonds to 10 and subtracting numbers rolled on a dice from 10.

Day 4 Teaching
Hold up 10 fingers and put 6 down. Say the matching number bonds to 10, e.g. 6 + 4=10. If I had 10 fingers and put 6 down how many would I have left? Relate addition and subtractions and record as subtraction, e.g. 10 - 6=4.
Partitioning 10 into 2 groups by splitting cubes. Discuss if they have all the combinations.
Group activities
-- Ladybird spot number bonds to 10 and then subtraction problems using number bonds to help.

### You Will Need

• 5 pegs of one colour, 5 of another
• Coat hanger
• Cloth
• Cubes
• Number cards 1-10
• Number bond snap cards differentiated (see resources)
• 1-10 number fan
• Sets of dominoes
• 0–9 or 1-10 dice
• Play-dough

### Mental/Oral Maths Starters

Suggested for Day 1
Ordering numbers to 100 (simmering skills)

Suggested for Day 2
One more/one less (simmering skills)

Day 3
Number bonds to 10 (pre-requisite skills)

Suggested for Day 4
Numbers to 100 (simmering skills)

### Worksheets

Day 1
Draw pegs and coloured snakes to match additions.
Complete number bonds to 10.

Day 2
Match balloon number bonds to 10 and 20.

Day 3
Use number bonds to work out missing number on dice.

Day 4
Use number bonds to work out addition and subtraction.

### Mastery: Reasoning and Problem-Solving

• Write the number of blank bricks and the number of filled bricks in these diagrams, then write the matching additions:

Diagram 1

 10 // // // // // // //

Diagram 2

 10 // // // // //

Diagram 3

 10 // // // //
• Write the missing numbers.
5 + ☐ = 10
☐ + 7 = 10
10 – 4 = ☐
2 + ☐ = 10
10 – 1 = ☐

In-depth Investigation: Square Tens
Children find pairs of dominoes such that the total number of spots is 10.

Give Me Five

## Unit 6 Say one more/one less up to 100 (suggested as 2 days)

### Objectives

Say one more and one less (numbers to 100)
Unit 6: ID# 1201

National Curriculum

Hamilton Objectives
11. Add small numbers by counting on and subtract small numbers by counting back.
9. Begin to be aware of unit patterns.

### Planning and Activities

Day 1 Teaching
Count to 100 using a 100-bead bar and emphasise multiples of 5. Show 30 beads. How many beads? How many will there be if I move 1 across? How about if I slide it back again? 30 is 1 less than 31.
Group activities
-- Use a large number square, children throw beanbag and find 1 more/1 less.

Day 2 Teaching
Count in 10s on a 1-100 grid. Stop at different numbers. What comes before/after that number? What do I get to if I add 1 more?
Group activities
Use the 'Next Domino’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Making 2-digit numbers from number cards. They find it on a number square and work 1more/1 less.
-- Make 2-digit numbers and write them on Post-it™ notes. Make a number line on a strip of paper and find 1 more/1 less than the numbers.

### You Will Need

• 100 bead bar (with 10s tags)
• 100 square
• Floor number square & beanbags
• Dice with stickers labelled 1 more/1 less
• 0-9 number cards
• 1-100 grids
• 3 minute sand timer

### Mental/Oral Maths Starters

Day 1
Count to 100 (pre-requisite)

Day 2
Count back from 100 (pre-requisite)

### Worksheets

Day 1
Fill in missing numbers in sequences using a 100 grid to help.
Work out the missing numbers to make the statements correct.

Day 2
Find the numbers 1 more and 1 less and work out the numbers from the clues.

### Mastery: Reasoning and Problem-Solving

• Write 1 more than each of these numbers
15, 51, 70, 17, 99
• True or False?
(i) Adding 1 to a number ending in 6 always gives me a number ending in 8.
(ii) A number ending in 9 is always 1 less than a number ending in 0.
(iii) Adding 1 to a number always gives us an answer with 2 digits.
Say the number 1 less.
Say the number 1 less.
Keep going until you say a number which does not begin ‘eighty….’
• Write the number one more than….
12, 22, 32, 42
One more than any number ending in 2 is a number ending in ☐
• Write the number one less than….
12, 22, 32, 42
One more than any number ending in 2 is a number ending in ☐

In-depth Investigation: Next Domino
Which comes next in each pattern of dominoes? Extend by creating your own domino sequences for children to complete, using larger numbers (not dots!). Next Domino from nrich.maths.org.

### Extra Support

This unit has no separate Extra Support activities.