# Maths Year 1/2 Autumn 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 Reinforce and consolidate number bonds (suggested as 4 days)

### Objectives

Reinforce and consolidate number bonds
Unit 1 ID# 12286

Y1: Number bonds to 7, 8 and 10.
Y2: Use number facts to add; how many to the next 10?

National Curriculum

Y1 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.

Y2 Hamilton Objectives
8. Know different unit patterns when adding or subtracting, first when not crossing a 10 in numbers up to 100.

### Planning and Activities

Day 1 Teaching
Use pegs on a hanger to show the bonds to 7. Use beads on a 100-bead bar to show 4 + 3, 14 + 3, 24 + 3… 94 + 3.
Group Activities: T with Y1
Y1 -- A challenge to make many different ‘snakes’ as possible with 7 cubes.
Y2 -- Solve additions using number facts given on cards; focus on place value.

Day 2 Teaching
Hold up a strip of 8 cubes and beneath it a strip of 3 cubes. How many more cubes to make 8? Fill in the number sentence 3 + [_] = 8. Repeat for other bonds to 8.
Further Teaching with Y2
Use beads on a 100-bead bar to show 5 – 2, 15 – 2, 25 – 2, 35 – 2, 45 – 2, 55 – 2… 95 – 2. Recognise the pattern of 1s digits.
Group Activities: T with Y2
Use the ‘Addition Towers’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1 -- A challenge to make as many different ‘snakes’ as they can with 8 cubes. Find the matching number to make 8.
Y2 -- Use single-digit number facts to derive linked subtractions; create sequences and fact webs.

Day 3 Teaching
Number bonds to 10, partitioning fingers on hands to find and write the number bonds to 10.
Further Teaching with Y2
Use 100-bead bar to help find the number to make the next 10.
Group Activities: T with Y2
Y1 -- Break a stick of ten cubes in different ways to find pairs to 10. Record systematically.
Y2 -- Use number bonds to 10 to calculate what needs to be added to a 2-digit number to reach the next 10.

Day 4 Teaching
Play number card game matching the correct number bonds to make pairs to 10. Find next ‘10s number’, (multiple of 10) say how many are needed to make next 10.
Group Activities: T with Y1
Y1 -- Number bond snap for pairs to 10.
Y2 -- Choose a number from the 1-100 grid, and calculate what needs to be added to reach the next 10s number.

### You Will Need

• Pegs in two different colours, 2 coat hangers
• A cloth, 100-bead bar and sticky notes
• Interlocking cubes in two different colours
• ‘1-100 grid’ (see resources)
• ‘Number fact cards’ (see resources)
• ‘How many more to make 8’ (see resources)
• Number cards 0–8
• Whiteboards and pens
• 100-bead strings and Flipchart and pens
• A3 paper
• 1–10 dice for each pair
• 1–10 number fan
• Number cards 1–10
• ‘Number bond snap’ (see resources)
• Internet access on laptops (optional)
• ‘Slidy box’ cards for the challenge.

### Short Mental Workouts

Day 1
Pairs to 6

Day 2
Number bonds to 10

Day 3
Multiples of 10

Day 4
Next multiple of 10

### Procedural Fluency

Day 1
Y1: Use partitioning to complete addition facts for 7.
Y2: Use number facts to add a 1-digit number to a 2-digit number.

Day 2
Y1: Draw missing cubes to complete addition facts for 8.
Y2: Use number facts to subtract a 1-digit number from a 2-digit number.

Day 3
Y1 Partition by colouring snakes or using fingers to complete addition facts for 10.
Y2 Use number facts to add a 1-digit number to a 2-digit number to find the next multiple of 10.

Day 4
Y1 Match balloons to consolidate number bonds to 10.
Y2 Using beaded lines or a 100-grid, find how many more to the next 10s number.

### Mastery: Reasoning and Problem-Solving

Y1

• Crocodile has 7 fish. He eats 4. How many are left?
• Monkey has 8 bananas. She finds 2 more. How many has she now?
• Write all the different ways of making 10. e.g. 1 and 9. Make sure you have them all!
• Write the missing numbers:
5 + ☐ = 10
10 – 4 = ☐
☐ + 7 = 10

Y2

• Write the next multiple of 10.
45 -> ☐
63 -> ☐
38 -> ☐
Write how many you add to get there.
• Fill in the missing numbers:
62 + ☐ = 69
48 = 43 + ☐
37 + ☐ = 41
☐ – 5 = 74
• If you know that 25 + 4 = 29, what other number facts do you know?

Children find the total number of spots on two dice in a game context, and consider why some totals come up more frequently than others.

### Extra Support

Y1
Give Me 5

Y2
Shape Sums

Revising pairs to 10 and using pairs to 10 to find pairs to 20.

What’s the Gap?
Saying the next tens number and finding how many to the next tens number

## Unit 2 Use number facts to add and subtract (suggested as 3 days)

### Objectives

Use number facts to add and subtract
ID#12300

Y1: Bonds to 10
Y2: How many to the next 10; add/subtract bridging 10s

National Curriculum

Y1 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.

Y2 Hamilton Objectives
8. Know different unit patterns when adding or subtracting, first when not crossing a 10 and then when crossing a 10, in numbers up to 100.
11. Count back in 1s or use number facts to take away, e.g. 27 – 3, 52 – 4.
12. Begin to count up to find a difference between two numbers with a small gap.
15. Solve problems involving addition and subtraction of numbers, using recall of number facts and appropriate models and images.

### Planning and Activities

Day 1 Teaching
Y1 say a number to go with 8 to make 10; Y2 locate 68 on a beaded line and say what needs to be added to make the next 10. Repeat with landmarked line.
Group Activities: T with Y2
Use the ‘Square Tens’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1-- Finding pairs to 10 games.
Y2 -- Use beaded lines to find what number is needed to reach the next multiple of 10.

Day 2 Teaching
Show 10 pegs partitioned on a coat hanger then turn the hanger around to model commutativity.
Further Teaching with Y2
Model ‘bridging’ 10, e.g. 38 + 5, on the bead bar, beaded line then landmarked line.
Group Activities: T with Y2
Y1 -- Use pairs to 10 to find the number of ‘missing’ cubes. Find number bonds to 10 and write an ordered list.
Y2 -- Add a 1-digit to a 2-digit number, bridging 10.

Day 3 Teaching
Show bridging 10 for subtraction, e.g. 33 – 5, on the bead bar, beaded line then landmarked line. Y1 identify the previous multiple of 10.
Further Teaching with Y1
Show subtraction facts for 10 on the coat hanger, children calculate how many pegs have been removed.
Group Activities: T with Y1
Y1 -- Use number bonds to 10 to solve subtraction number sentences.
Y2 -- Subtract a single-digit from a 2-digit number, bridging 10, using beaded or landmarked lines.

### You Will Need

• ‘0–100 beaded line’ (see resources)
• ‘0–100 landmarked line’ (see resources)
• ‘0–100 beaded lines’ (see resources)
• Additional activity sheets (see resources)
• Cubes and 0–9 or 1–10 dice
• Number cards 0–10 (3 packs)
• 5 pegs of one colour, 5 of another
• Coat hanger, a cloth and 100-bead bar
• Plastic cup, A3 paper and sticky notes
• Flipchart and pens
• Strips of paper
• Modelling clay

### Short Mental Workouts

Day 1
Multiples of 10

Day 2
Pairs to 10

Day 3
Count on and back

### Procedural Fluency

Day 1
Y1: Use number bonds to calculate missing numbers on a dice.
Y2: Count up/ recall number bonds to say ‘how many more’ to reach the next multiple of 10.

Day 2
Y1 Use number bonds to 10 to calculate hidden numbers of pegs.
Y2 Add single-digit numbers to 2-digit numbers, bridging multiples of 10.

Day 3
Y1 Recall number bonds to calculate subtractions from 10.
Y2 Subtract single-digit numbers from multiples of 10 and 2-digit numbers.

### Mastery: Reasoning and Problem-Solving

Y1

• 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:
2 + ☐ = 10
☐ + 0 = 10
10 – 9 = ☐
3 + ☐ = 10
10 – 10 = ☐

Y2

• The answer is 53. What addition did do you do that ‘bridged’ 50? Is that the only possibility?
• Circle the calculations that cross a multiple of 10.
34 + 8 53 + 5 78 – 5
18 + 4 26 + 7 66 – 5
Explain how you know.
• The answer is 67. What subtraction did do you do that crossed 70? Are others possible?

In-depth Investigation: Square Tens
Children find pairs of dominoes such that the total number of spots is 10, 12 or 20.

### Extra Support

Y1: Stick Sums
Finding pairs which make 10 and selecting and reading the matching additions

Y2: Sum Patterns
Using pattern and number bonds to derive related additions

## Unit 3 Adding and subtracting tens and ones (suggested as 4 days)

### Objectives

Adding and subtracting tens and ones
Unit 3: ID#12316

Y1: Find the number that is one more/less
Y2: Add and subtract tens and ones

National Curriculum
Y1: Num/PV (iii); AS (iii)

Y1 Hamilton Objectives
1. Count on and back in ones to and from 100 and from any single-digit or 2-digit number; given a number up to 100, identify one more and one less.
11. Add small numbers by counting on and subtract small numbers by counting back.

Y2 Hamilton Objectives
10. Add a 2-digit number and 10s; add two 2-digit numbers that total <100 by counting on in 10s and 1s.
11. Count back in 1s or 10s or use number facts to take away, e.g. 27 – 3 = or 54 – 20 =.
15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images.

### Planning and Activities

Day 1 Teaching
Use a 1–20 washing line to support adding/subtracting 1.
Further Teaching with Y2
Use Spider on the 1-100 grid to demonstrate how we can add/subtract multiples of 10 to/from 2-digit numbers, e.g. 46 + 30, 63 – 40.
Group Activities: T with Y2
Use the ‘Count down to zero’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1 -- Add 1 and subtract 1 from number cards using number tracks; record corresponding number sentences.
Y2 -- Play a game using Spider on the 1-100 grid to rehearse adding and subtracting multiples of 10.

Day 2 Teaching
Further Teaching with Y1
Find 2 more/less than numbers up to 20, recording the hops on a beaded line.
Group Activities: T with Y1
Y1 -- Solve addition and subtraction number sentences by drawing hops on a line.
Y2 -- Select pairs of numbers to practise adding or subtracting 20, 30, 40 or 50. Some children investigate patterns when adding and subtracting multiples of 10 to 2-digit numbers.

Day 3 Teaching
Use the 1-100 grid to demonstrate how we can add 11, 12, 13, 21, 22 or 23 using Spider first and then adding the ones.
Further Teaching with Y1
Show 1 more/less than 2-digit numbers on the 100-bead bar and 1-100 grid.
Group Activities: T with Y1
Y1 -- Children throw a beanbag onto a large number square, and find 1 more/1 less. Some children find 2 more/2 less.
Y2 -- Create, describe and begin to explain patterns created by repeated addition. Practise and discuss adding 11 or 21.

Day 4 Teaching
Identify numbers 1 more/less than specific numbers on a 1-100 grid.
Further Teaching with Y2
Use Spider on a 1-100 grid to add 10/20/30, then some more to add 12, 13, 21, 23, 32.
Group Activities: Y with Y2
Y1 -- Find 1 more/1 less than 2-digit numbers using a number square/ number line.
Y2 -- Play a game to practise adding 11, 12, 13, 21, 22, 23, 31, 32, and 33. Some children will reason about number choices.

### You Will Need

• 1–20 Washing line numbers and washing line
• Clothes pegs and Number cards 1–20
• Cubes and plastic spider
• ‘1-100 grid’ (see resources)
• Number tracks
• ‘Add or subtract 10s’ cards (see resources)
• 'Spider counters' (see resources)
• Small cubes
• Additional activity sheets (see resources)
• Flipchart
• Floor 1-100 grid or an enlarged version
• Beanbags
• Dice with stickers 1 more/1 less
• Sticky notes
• Counters (2 different colours)
• A coin
• 3-minute sand timer
• Biscuits (or any other treat of choice!)

### Short Mental Workouts

Day 1
Counting on and back up to 20

Day 2
Count to 100

Day 3
Count back from 100

Day 4
Order numbers to 100

### Procedural Fluency

Day 1
Y1 Calculate 1 more / 1 less missing number facts.
Y2 Practise adding and subtracting multiples of 10 to/from 2-digit numbers using a 1-100 grid and Spider.

Day 2
Y1 Calculate 2 more/ 2 less missing number facts.
Y2 Use a beaded line to add and subtract multiples of 10.

Day 3
Y1 Complete sequences of consecutive 2-digit numbers. Complete 1 more/ 1 less statements.
Y2 Add 10, 11, 20 and 21. Add 11, 12, 13, 21, 22 and 23.

Day 4
Y1 Find the numbers 1 more/ 1 less and before/ after.
Y2 Add 10, 11, 12, 21, 22, 30 or 31 to 2-digit numbers. Add 11, 12, 13, 21, 22, 23, 31, 32 or 33 to 2-digit numbers

### Mastery: Reasoning and Problem-Solving

Y1

• 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.
• Start with 85. 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 less than any number ending in 2 is a number ending in ☐.

Y2

• Complete this grid:
 + 20 54 67 97
• Write the missing numbers in these calculations:
56 + ☐ = 86
86 + ☐ = 87
So, 56 + ☐ = 87
29 – ☐ = 27
27 – ☐ = 7
So, 29 – ☐ = 7
• I think of a number, then add 11, then 22, then 33 to it. My answer is 70. What number did I start with?

In-depth Investigation: Count Down to Zero
Y1: Children take turns to subtract 1 or 2 from numbers up to 10.
Y2: Children take turns to subtract 1, 2 or 3 from a two-digit number greater than 20. They use strategies to help them win the game by reaching zero first.

### Extra Support

Y1
Room For One More!

Adding 1 to any number from 1 to 9, by saying the next number

Y2
Down the Stairs

Up the Stairs
Subtracting 11 from 2-digit numbers

## Unit 4 Using different strategies for addition (suggested as 4 days)

### Objectives

ID#12332

National Curriculum

Y1 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.

Y2 Objectives
9. Add two or three single-digit numbers, using number facts and counting up.
10. Add a 2-digit number and 10s; add two 2-digit numbers that total <100 by counting on in 10s and 1s

### Planning and Activities

Day 1 Teaching
Show on the coat hanger that ‘2 count on 7’ and ‘7 count on 2’ give the same answer, but putting the bigger number first is more efficient because that leaves less to count on. Show three numbers, look for pairs to 10 or 20 to make the addition more efficient.
Group Activities: T with Y1
Y1 -- Discuss and decide whether or not to change the order of the addition number sentence.
Y2 -- In pairs, children spot addition bonds to 10 and 20 and use these to help add three numbers.

Day 2 Teaching
Add 3 and 4 by counting on, recording the hops on a beaded line.
Further teaching with Y2
Find totals of pairs of prices, e.g. 49p and 22p, by adding the tens and then the ones.
Group Activities: T with Y2
Y2 -- Play a game involving adding pairs of 2-digit numbers.

Day 3 Teaching
Add 20, then 3 more on the 0-100 line, drawing jumps of 10 and a hop of 3. Repeat to add 24 and 33.
Further Teaching with Y1
Add 2, 3 and 4 to teen numbers, recording hops on the 0–20 line.
Group Activities: T with Y1
Y2 Use the in-depth problem-solving investigation ‘Dicey Addition’ from NRICH as today’s group activity.
Or, use these activities:
Y1 -- Add 2, 3 and 4 using a beaded line or counting bears.
Y2 -- Add 22, 23, 24, 32, 33 or 34 on a beaded line or a 1-100 grid.

Day 4 Teaching
Use ‘Spider’ to count on in tens on a 1-100 grid, ensuring that children realise they don’t need to count in ones; they just move down one row.
Further Teaching with Y2
Group Tctivities: T with Y2
Y1 -- Move a spider on a 1-100 grid to repeatedly add 10.
Y2 -- Investigation, repeatedly adding, then subtracting 9 on a 1-100 grid.

### You Will Need

• Coat hanger and 5 pegs in one colour, 5 in another
• ‘Mild and chilled’ and ‘Hot and Spicy’ additions (see resources)
• Feely bag and 20-bead strings
• ‘0–20 beaded lines’ (see resources)
• Number cards 0–20 (one pack for each pair)
• Cubes
• Eight items with prices, e.g. 4 yoghurts and 4 fruits
• ‘1-100 grid’ (see resources)
• Additional activity sheets (see resources)
• Large dice with faces labelled 2, 2, 3, 3, 4, 4
• 25 counting bears
• A ‘cave’ (cardboard box with a small entrance cut out)
• Dice with +22, +23, +24, +32, +33 and +34 on the faces
• Plastic spider and coloured pencils

### Short Mental Workouts

Day 1
Pairs to 10 and 20

Day 2
Count on 2

Day 3
Count on 3

Day 4
Count in 10s

### Procedural Fluency

Day 1
Y1: Decide whether to swap order of addition sentences to simplify counting on.
Y2: Choose three numbers to add, including a pair to 10 or 20.

Day 2
Y2: Use counting in tens and ones to add a 2-digit number. Add pairs of 2-digit numbers, scoring points for certain answers.

Day 3
Y2: Add multiples of 10 to 2-digit numbers, then add related 2-digit numbers.

Day 4
Y1: Use spider counting to fill in missing numbers on strips from a 1-100 grid.
Y2: Add and subtract 9 on a 1-100 grid.

### Mastery: Reasoning and Problem-Solving

Y1

• 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
• What is 10 more than 17?

Y2

• Complete the patterns:
17, 26, __, 44, __, __.
85, 76, __, 54, __, __.
• Here are the prices for 5 pencils:
A) 34p, B) 29p, C) 45p, D) 52p, E) 19p
The total is 48p. Which 2 pencils did you buy?
What is the most you can spend on 2 pencils?
What is the least you can spend on 2 pencils?
• What’s the same, what’s different?
54 + 39 = 93 59 + 34 = 93
39 + 54 = 93 34 + 59 = 93

In-depth Investigation
Y1: There is no investigative activity for Year 1 in this Unit.