# Maths Year 1 Summer More Addition & Subtraction

Each unit has everything you need to teach a set of related skills and concepts.

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The PowerPoint incorporates step-by-step teaching, key questions, an in-depth mastery investigation, problem-solving and reasoning questions - in short, everything you need to get started.

All the other resources are there to support as-and-when required. Explore at your leisure - and remember that we are always here to answer your questions.

## Unit 1 Number bonds to 10; add to next 10 (suggested as 2 days)

### Objectives

Rehearse number bonds to 10; add to next 10
Unit 1: ID# 1777

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
Point out how important it is that we know bonds to 10. Use fingers to rehearse the pairs of numbers which make 10, and play finger Ping-Pong. Identify matching pairs which make 10; write number sentences. Spot addition pairs to 10, mixed in with pairs having other totals.
Group Activities
-- Use a ‘ten-grid’ to visualise number bonds to 10.
-- Turn a card and say the matching number bond to 10 or 20 before the time runs out.

Day 2 Teaching
Use a bead bar 1-100 and demonstrate how many beads we need to add to 18 to make 20, then to 28 to make 30, then to 38 to make 40, etc. Can you see the pair to 10 which helps here? Repeat to show 25 plus 5, then 35 plus 5, etc. Then show 46 + 4 = 50, 56 + 4 = 60, etc.
Group Activities
-- Turn over a 3-8 card; work out how many more to add to reach the next 10 (working with numbers up to 100).
-- Work out a missing number using number bonds.

Day 3 Teaching
Use a 1-100 number grid. Point at 47. How many more to reach 50? Say you do NOT want them to count on in 1s! Which number bond can help? Use Fly to model a short flight of 3 from 47 to 50. Record 7 + 3 = 10 and 47 + 3 = 50. Repeat, starting on 38, then 56 and 91, using Fly.
Group Activities
Use the ‘10 to 50 challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Pairs game, matching numbers with corresponding number bond to 10.
-- Learn a number bond song. Use number bonds to create number sentences.

### You Will Need

• IWB or flipchart
• Ten grid (see resources)
• Counters and bears
• Number cards 0-10 or 0-20
• Sand timer and bead bar
• Class set of 100 bead strings
• Number cards 3-8
• Mini-whiteboards and pens
• Number sentences written on strips of paper
• 1-100 number grid (see resources)
• Plastic fly
• Additional activity sheets (see resources)

### Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Mark numbers on a 100 grid (pre-requisite skills)

Suggested for Day 3
Adding 10s to 2-digit numbers (simmering skills)

### Worksheets

Day 1
Complete the missing number bond to 10. Join pairs to 10.
Complete the missing number bonds to 10 and 20. Join pairs to 20.

Day 2
Calculate how many more need to be added to make the next 10.

Day 3
Interpret a bar model to work out the complement to 20.
Interpret a bar model to work out the complement to the next multiple of 10 (numbers to 90).

### Mastery: Reasoning and Problem-Solving

• Complete each sentence:
5 + ☐ = 10
☐ + 6 = 10
10 = 1 + ☐
3 + ☐ = 10
☐ + 2 = 10
7 = 10 – ☐
• 10 fish were in the sea. A shark ate 4. How many fish left?
• 10 flies were in the web. Spider ate 3. How many now?
• True or false?
Adding 2 to numbers ending in 8 always gives a ‘10s’ number
4 less than any 10s number is a number ending in 7.
A number ending in 5 is always halfway between two 10s numbers.

In-depth Investigation: 10 to 50 Challenge
Children ﬁnd which numbers they can add repeatedly to 10 to land exactly on 50.

### Extra Support

Awesome Pairs to 10
Finding pairs which make 10

## Unit 2 Add by bridging 10 using number bonds (suggested as 2 days)

### Objectives

Add by bridging 10 using number bonds to 10
Unit 2: ID# 1787

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
Group Activities
-- Add two single digit numbers by bridging 10, using either a bead string, beaded line or number grid.

Day 2 Teaching
Show children a 1-100 number grid and Fly. Remind them that Fly can make a short flight to the next 10 from any number. Demonstrate adding 5 to 25 using Fly. Then model adding 5 to 17, using Fly to go to 20 first, and then counting on 2 more. Record: 17 + 5 = 22. Do you see how we bridged 20, a 10s number? Repeat for 28 + 6 and 36 + 5.
Group Activities
-- Calculate additions, bridging a 10s number using Fly.

Day 3 Teaching
Use a 100 bead bar to show children 36 + 5, an addition bridging 10. Then discuss how we can recognise if an addition will need to cross a 10s number. Repeat for 57 + 4 and 35 + 7. Model drawing hops for 35 + 7 on a beaded line.
Group Activities
Use the ‘Dice to 10’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Decide whether additions will cross a 10s number; sort.
-- Create and sort number sentences, deciding whether they will cross a 10s number or not.

### You Will Need

• Class set of 100 bead strings
• 0-20 beaded line (see resources)
• 1-100 number grid (see resources)
• Plastic fly and counters
• Number sentence cards (see resources)
• Flipchart
• Additional resource sheets (see resources)
• Blank strips of paper/cards

### Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Number bonds to 10 (pre-requisite skills)

Suggested for Day 3
Teens numbers (simmering skills)

### Worksheets

Day 1
Use number bonds to help add to the next 10 and beyond: answers <35.

Day 2
Use number bonds to 10 to solve additions by bridging 10s.

Day 3
Choose number sentences to solve using number bonds to bridge 10s.

### Mastery: Reasoning and Problem-Solving

Write the sum Fly does before doing each of these additions. The first one is done for you.
36 + 6 = ☐
Fly does 36 + 4 = 40
Then +2. 36 + 6 = 42

48 + 4 = ☐
Fly does 48 + ☐ = ☐
Then +☐. 48 + 4 = ☐

57 + 5 = ☐
Fly does 57 + ☐ = ☐
Then +☐. 57 + 5 = ☐

25 + 7 = ☐
Fly does 25 + ☐ = ☐
Then + ☐. 25 + 7 = ☐

39 + 3 = ☐
Fly does 39 + ☐ = ☐
Then +☐. 39 + 3 = ☐

In-depth Investigation: Dice to 10
Children roll a pair of dice to generate 2-digit numbers and think which order they need to use the digits so that the complement to the next multiple of 10 is on the dice.

### Extra Support

Mystery Sums
Finding how many more are needed to make 10

## Unit 3 Bridge 10 to subtract with number bonds (suggested as 2 days)

### Objectives

Subtract by bridging 10 using number bonds to 10
Unit 3: ID# 1811

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.

### Planning and Activities

Day 1 Teaching
Show 15 beads. What is 15 subtract 5? Agree that we need to take away 5 beads. Do we need to count back? No! We can take 5 from 15 without doing any counting! Show that we can use this to do 15 – 8. First we subtract 5 (to get to 10) then we take away another 3. Do we know 10 – 3? Yes! Record 15 – 8 = 7. Repeat for 14 – 6, 13 – 7 and 17 – 9.
Group Activities
-- Use place value and number bonds to calculate subtractions, bridging 10.

Day 2 Teaching
Show children a bead bar. Use this to model 12 – 5 and then 13 – 4. In each case show children how we can target the 10, then use number bonds to do the second part. Draw steps on a 0-20 beaded line. Reinforce by doing 14 – 5 and 14 – 6.
Group Activities
-- Subtract, targeting 10, using a landmarked number line.

Day 3 Teaching
Present some subtractions on cards, e.g. 11 – 3, 11 – 6, 15 – 3, 15 – 6, 13 – 2, 13 – 4, 16 – 3, 15 – 6, 15 – 4. Which do you think will have an answer more than 10? Discuss with children how they can tell. What do we look at? Is the number being taken away larger or smaller than the 1s digit in the teens number? When we can see the answer is going to be less than 10, we can use ‘Target the 10’. We can call this T10 for short. If the answer is going to be more than 10, we can count back or use a number fact to help.
Group Activities
Use the in-depth problem-solving investigation ‘Pairs of numbers’ from NRICH as today’s group activity.
Or, use these activities:
-- Roll a dice; subtract that number from 13 or 12, discussing methods used.

### You Will Need

• Cloth
• Flipchart
• 0-20 beaded lines (see resources)
• Whiteboards and pens
• IWB
• 0-20 landmarked lines (see resources)
• Pre-prepared subtraction cards
• 0-20 (or 0-100) bead bar
• Dice

### Mental/Oral Maths Starters

Suggested for Day 1
Comparing 2-digit numbers (simmering skills)

Suggested for Day 2
Comparing and estimating (simmering skills)

Suggested for Day 3
Telling the time (simmering skills)

### Worksheets

Day 1
Consolidate subtracting using place value and number bonds. Subtracting in 2 steps by bridging: subtract to 10 then use number bonds to subtract from 10.

Day 2
Subtract, showing the ‘Target the 10’ strategy on beaded lines.

Day 3
Reason about whether subtractions will bridge 10.
Create number sentences that do and do not bridge 10.

### Mastery: Reasoning and Problem-Solving

• Write the missing numbers
17 – 7 = ☐
17 – 8 = ☐
14 – 4 = ☐
14 – ☐ = 9
16 – ☐ = 10
16 – 8 = ☐
24 – 4 = ☐
24 – 8 = ☐
• Make up a subtraction of your own using two of these three numbers.
15, 6, 5

In-depth Investigation: Pairs of Numbers
Find all the pairs of numbers which make 10, 11, 12 and 13. Pairs of Numbers from nrich.maths.org.

### Extra Support

Totally Ten
Knowing pairs to 10 by heart

## Unit 4 Number facts to add and subtract money (suggested as 3 days)

### Objectives

Use number facts in adding and subtracting money
Unit 4: ID# 1823

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.
9. Begin to be aware of unit patterns.
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
Show children a 0-20p money line; mark 8p and say you want to add another 5 pennies. Write 8p + 5p = __ p. Let’s add by bridging 10p. How many will get me from 8p to 10p? [2] Draw a hop of 2p to 10p. How many more to add? Show the 3 pennies. Where will that get me to on the money line? Draw a hop of 3p to 13p. So how much money do I have altogether? Record: 8p + 5p = 13p. Repeat for 7p + 6p.
Group Activities
-- Use penny lines to help solve money additions.
-- Use penny lines to help solve money additions, adding 1-6p or 1-10p.

Day 2 Teaching
Show 14p in a piggy bank; tell children that Holly is not allowed to buy anything that will bring her money below 10p. Discuss and sort price labels of things she can buy and those she cannot. Share calculating some subtractions that do bridge 10p. Record number sentences.
Group Activities
-- Subtract amounts of money, continuing to practise recognising calculations that will bridge 10.

Day 3 Teaching
Show children a money word problem. Read it together and discuss how we can act it out. Choose 2 children to role play the problem. Record what we have to do as a number sentence: 15p + 5p + 2p = ? Help children use number bonds to find the answer. Repeat for problem 2.
Group Activities
Use the in-depth problem-solving investigation ‘Butterfly flowers’ from NRICH as today’s group activity.
Or, use this activity:
-- Solve addition and subtraction word problems. Use role-play to help visualise the problem.

### You Will Need

• 0-20p money line (see resources)
• Pennies, 1-6 dice and 1-10 dice
• Price tags (or sticky notes) showing money amounts
• Picture of a purse/piggy bank (see resources for empty purse image)
• Real coins and sticky notes
• Mini-whiteboards and pens
• ‘Money problems’ sheets 1 and 2 (see resources)
• Small 1-100 grids (see resources)

### Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Adding /subtracting to the next 10 (pre-requisite skills)

Suggested for Day 3
Count on and back in 10s (simmering skills)

### Worksheets

Day 1
Add two items using a penny line, bridging 10.

Day 2
Subtract amounts of money, using the ‘Target the 10’ strategy on penny lines.
Subtract two amounts, using a bead string to help bridge 10.

Day 3
Answer word problems, deciding whether to add or subtract; write your own money word problem for a friend to solve.

### Mastery: Reasoning and Problem-Solving

• Calculate how much will be in each money box if 5p is added.
[_18p_] [_37p_]
[_46p_] [_95p_]
• Sam has 13p.
Bea has 15p.
Ellie has 11p.
Each child spends 6p on a sticker. How much do they each have left?
• Dad had some money. He gave 5p to each of his three children. He ended up with 16p. How much money did Dad have to start with?
• Jill lost 8p on her way home from school. She had 14p when she got home. How much did she have when she left school?

In-depth Investigation: Butterfly Flowers
Find pairs of butterflies to match the number on each flower. Butterfly Flowers from nrich.maths.org.

### Extra Support

The Box Game
Children practise visualising how many toys are hidden in a box, recording addition and subtraction number sentences. The Box Game from nrich.maths.org.