# Maths Year 2 Spring Addition and 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.

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## Unit 1 Use facts, patterns, PV to add/subtract (suggested as 3 days)

### Objectives

Add/subtract numbers using facts, patterns and place value
Unit 1: ID# 2417

National Curriculum
PV (vi)

Hamilton Objectives
6. Use place value and number facts to solve problems, e.g. 60 –  = 20.
7. Know securely number pairs for all the numbers up to and including 20.
8. Know different unit patterns when adding or subtracting in numbers up to 100.
9. Add two or three single-digit numbers, using number facts and counting up.
13. Show that addition of 2 numbers can be done in any order (commutative) and subtraction cannot.

### Planning and Activities

Day 1 Teaching
Use cards on the Interactive Whiteboard to form: 6 + 5 + 3 + 5 + 4 = [ ]. We can change the order to make it easier. Children discuss with a partner. Take feedback, drawing out pairs that make 10. Move cards round to show:
5 + 5 + 6 + 4 + 3 = [ ], then rewrite as:
10 + 10 + 3 = [ ], then with the answer:
10 + 10 + 3 = 23. It was easy. We just used pairs to 10 and place value! Repeat with other similar additions.
Group Activities
-- Pick five or more 1–10 number cards to add; identify pairs to 10, doubles, and number facts to help add them.
-- Roll three or more dice and identify pairs to 10, doubles, and number facts to help add.

Day 2 Teaching
Write: 7 + 7, 10 + 6, 9 + 3, 6 + 4, 15 + 5, 4 + 7, 18 + 5, 20 + 7. Discuss how some can be solved using place value, putting 10s and 1s together, like 10 + 6. Some use number facts. Some use counting on. Sort into two groups: 1) counting on; 2) place value/ number facts. See important note on teaching/ activities document.
Group Activities
Use the ‘Cross Additions’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Sort and solve additions according to how they might best be solved (counting on, place value or number facts).

Day 3 Teaching
Write: 26 – 6, 30 – 7, 13 – 4, 20 – 8, 9 – 2, 14 – 4, 23 – 7. Discuss and sort into groups: those best worked out by counting back, and those most efficiently solved using place value/number facts.
Group Activities
-- Sort and solve subtractions according to how they might best be solved (counting back, place value or number facts).

### You Will Need

• Number cards or text boxes on the Interactive Whiteboard
• 1–10 number cards (enough for each pair)
• 1–10 or 0-9 dice
• Coloured whiteboard pens
• Place Value cards
• ‘Using number facts and place value for addition’ sheet (see resources)
• Two hoops
• 0–100 beaded lines (see resources)
• Number cards (see resources)
• ‘Using number facts and place value for subtraction’ sheet (see resources)

### Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Suggested for Day 2
Pairs to 20 (simmering skills)

Suggested for Day 3
Saying 1 or 2 more than a 2-digit number (simmering skills)

### Worksheets

Day 1
Look for known number facts to help efficiently add a series of single-digit numbers.

Day 2
Code a series of additions according to how they might best be solved (counting on, place value or number facts).

Day 3
Code a series of subtractions according to how they might best be solved (counting back, place value or number facts).

### Mastery: Reasoning and Problem-Solving

• Write an addition of five different numbers, all less than 10, with a total of 28.
• Which one number less than 10 fits the gaps?
6 + ☐ + 7 + ☐ + ☐ = 25
• Solve each of these additions using a different method. Say how you did each one.
30 + 9 =
17 + 5 =
4 + 7 + 6 =
• Solve each of these subtractions using a different method. Say how you did each one.
25 – 5 =
14 – 6 =
58 – 4 =

Using number facts including pairs to 10 children find totals of five numbers less than 10 to give different totals.

### Extra Support

Spot the 10
Adding three single-digit numbers, spotting a pair with a total of 10

## Unit 2 Use number line & 100 grid to +/- (suggested as 4 days)

### Objectives

Use number line & 100 grid to add and subtract
Unit 2: ID# 2423

National Curriculum

Hamilton Objectives
10. Add a 2-digit number and tens; add two 2-digit numbers that total less than 100 by counting on in tens and ones.
11. Count back in ones or tens or use number facts to take away, e.g. 27 – 3, or 54 – 20.

### Planning and Activities

Day 1 Teaching
Use a 1–100 landmarked line to model adding two 10s to 45, and then another 4 to complete 45 + 24. Model adding other pairs of numbers: 65 + 24, 52 + 30, 52 + 33, 72 + 33 and 46 + 32, using the landmarked line.
Group Activities
Use the ‘Lines of Numbers’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Add 2-digit numbers where the ones bridge through a 10.

Day 2 Teaching
Show a 1–100 grid. Spider and Fly will help us subtract! Write 54 – 23. Where do we need to put Spider? 54. Subtract 20, jumping back 10 to 44 and another 10 to 34. Then count back 3 with Fly to end up on 31. Repeat with 86 – 32 and 77 – 25.
Group Activities
-- Subtract 2-digit numbers using a 1–100 grid and Spider and Fly.
-- Find mystery subtraction numbers following the movements of Spider and Fly.

Day 3 Teaching
Write 65 – 24 and discuss how to solve this. We count back 20 using Spider and another 4 using Fly. Model solving this using a landmarked line, drawing a hop back to subtract 20, then a second hop to subtract 4. Repeat for other subtractions.
Group Activities
-- Subtract 2-digit numbers using landmarked and beaded lines.
-- Predict which subtractions will have an answer less than a given number.

Day 4 Teaching
Show 1–100 square on the Interactive Whiteboard. Put Spider on 47 and write 47 – 32 =. How can Spider and Fly help us? Children discuss with a partner. Remind children how Spider and Fly like to move. Spider jumps back 3 tens to 17. Fly slides back the rest. So 47 – 32 = 15! Repeat with other subtractions.
Group Activities
-- Subtract 2-digit numbers using a 1–100 grid and Spider and Fly.
-- Subtract 2-digit numbers using landmarked or beaded lines.

### You Will Need

• ‘0 to 100 landmarked lines’ (see resources)
• ‘0 to 100 beaded lines’ (see resources)
• ‘Adding 2-digit numbers’ (see resources)
• Counters (or Plastic fly and spider)
• 1–100 square on the Interactive Whiteboard
• Additional activity sheets (see resources)
• Cubes
• Calculators
• Dice labelled 10, 20, 30, 40, 20, 30 and 1–6 dice

### Mental/Oral Maths Starters

Day 1
Count on and back in 10s (pre-requisite skills)

Day 2
Add and subtract multiples of 10 to/ from 2-digit numbers (pre-requisite skills)

Suggested for Day 3
Bridging 10 (simmering skills)

Suggested for Day 4
Counting on in 10s (simmering skills)

### Worksheets

Day 1

Day 2
Use a 1–100 grid to subtract 2-digit numbers.

Day 3
Use landmarked lines to subtract 2-digit numbers.

Day 4
Use a 1–100 grid to subtract 2-digit numbers.

### Mastery: Reasoning and Problem-Solving

Write the missing number in each bar diagram:
Diagram 1

 ? 54 23

Diagram 2

 ? 32 36

Diagram 3

 ? 85 14

Write the missing number in each bar diagram:
Diagram 1

 78 ? 23

Diagram 2

 46 32 ?

Diagram 3

 95 ? 14

In-depth Investigation: Lines of Numbers
Children create sequences based on Fibonacci and explore patterns of odd and even numbers, making connections with general statements about addition.

### Extra Support

Secret Spider
Adding and subtracting 10 using the 1-100 grid

## Unit 3 Find money totals: solve word problems (suggested as 3 days)

### Objectives

Find money totals: solve word problems
Unit 3: ID# 2437

National Curriculum
AS (i) (ii) (iii) (v)
Meas (iii) (iv) (v)

Hamilton Objectives
27. Recognise/use symbols for pounds (£) and pence (p); combine amounts, find different combinations of coins that give the same amount.
28. Solve simple problems in a practical context; add and subtract pence and pounds, including finding and giving change.
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 BBC website to play a game of ‘Igloo shopping’. Children have a pot of money and choose coins to pay for different objects. Check on screen. Move to the hard level to select and pay amounts like £4.23.
Group Activities
Use the ‘Coin Trios’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Play an online shopping game to make given amounts, offering alternative combinations.
-- Use coins to make given amounts, offering alternative combinations.

Day 2 Teaching
Set up a shop with priced items. Children select two items and work out the total using a familiar strategy based on adding 10ps and then the 1ps to the larger starting number. Repeat. Make errors in your addition as the teacher and have children correct you, modelling the method.
Group Activities
-- Shop for two items with 2-digit prices, adding to find the total.
-- Play Cuddly Toy Sale game online, adding two 2-digit amounts.

Day 3 Teaching
Display a Word problem. Discuss the strategies that might be needed to solve it. Take suggestions. Write a number sentence to represent the problem. Children display a subtraction or addition symbol in response to your reading more word problems to show which operation they would use to solve them.
Group Activities
-- Sort and solve addition and subtraction word problems.
-- Create addition and subtraction word problems.

### You Will Need

• Pots of coins, cubes & drawing materials
• Mini whiteboards and pens
• Priced items ‘to sell in your shop’
• Items to sell & blank tags
• Paper with + and – signs
• 1–100 square on the Interactive Whiteboard
• ‘Word problems’ sheet (see resources)
• Counters (or a plastic spider and fly)
• 1–100 number grid (see resources)
• 0–100 landmarked line (see resources)

### Mental/Oral Maths Starters

Day 1
Coin recognition (pre-requisite skills)

Day 2
Ten more/ten less (pre-requisite skills)

Suggested for Day 3
Saying 1 or 2 less than a 2-digit number (simmering skills)

### Worksheets

Day 1
Suggest ways to make given amounts, using at least 3 coins.

Day 2
Muffin shop: combine the costs of muffins and icing to find the total cost of a cake.

Day 3
Identify the operation for a series of word problems, then solve them.

### Mastery: Reasoning and Problem-Solving

• Amit makes £1.15 in three different ways using different coins. He never uses any ‘copper’ coins.
Suggest these three ways. One way uses 5 coins. Can you find it?
• Choose two of these cards.
Find and write their total.
How many different totals can you make?
 34p 53p
 44p 25p

In-depth Investigation: Coin Trios
Children make amounts of money using three coins, speculating whether larger amounts of money can be made in more ways or not.

### Extra Support

Coin Counting On
Finding the total of pairs of coins (up to 20p)

## Unit 4 Add and double by partitioning (suggested as 3 days)

### Objectives

Unit 4: ID# 2447

National Curriculum
PV (vi)

Hamilton Objectives
6. Use place value and number facts to solve problems, e.g. 60 –  = 20.
10. Add a 2-digit number and tens; add two 2-digit numbers that total less than 100 by counting on in tens and ones.
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
Launch the ITP Place value; use 2 pairs of cards to show double 23. Click to partition, then model doubling 20 and doubling 3.
Record: 23 + 23
= 20 + 20 + 3 + 3
= 40 + 6
= 46. Repeat for double 34, 42, 46. Model halving 46 in a similar way. Halve 24, 66 and 34.
Group Activities
Use the ‘Jack’s amazing beanstalk’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Play Hit the Button online: doubling and halving game, applying partitioning.
-- Play halving and doubling ‘pairs’ game.

Day 2 Teaching
Model partitioning to add 34 + 23. Use the same method as for doubling and record in same way:
34 + 23
= 30 + 20 + 4 + 3
= 50 + 7
= 57. Repeat for 45 + 24, 36 + 22 and 46 + 25.
Group Activities
-- Play an adding two 2-digit numbers card game: collaborative calculations.
-- Add two 2-digit prices to find the total cost.
-- Play an adding two 2-digit numbers card game: first to answer challenge.

Day 3 Teaching
In pairs, children make 65 and 24 using place value cards. Mimic on ITP Place Value. Combine the 10s and 1s to find a total.
Record: 65 + 24
= 60 + 20 + 5 + 4
= 80 + 9
= 89. OR we can count up in 10s and 1s (so add 20 then 4). Show an empty/ landmarked number line jotting to work this out. Which do the children prefer? Why? Share other sums discussing strategies.
Group Activities
-- Play an adding two 2-digit numbers card game: first to answer challenge.
-- Suggest pairs of numbers that make a given total.

### You Will Need

• ITP: Place Value
• Place value cards
• Internet access
• Blue and green cards
• 10s Number cards
• 1s Number cards
• Whiteboards and pens

### Mental/Oral Maths Starters

Day 1
Double multiples of 5 to 50 (pre-requisite skills)

Day 2
Add multiples of 10 (pre-requisite skills)

Suggested for Day 3
Number facts (simmering skills)

### Worksheets

Day 1
Calculate and match pairs of halves and doubles.

Day 2
Add 2-digit numbers using partitioning and record jottings.

Day 3
Choose and ue different strategies to add pairs of 2-digit numbers (partitioning or counting on in 10s then 1s).

### Mastery: Reasoning and Problem-Solving

• Double 13 = Δ
Double Δ is ✦
Double ✦ is ☐
Find the value of Δ, ✦ and ☐
• Fill in the missing numbers:
65 + 24
add the 10s: 60 + ☐ = ☐
add the 1s: ☐ + 4 = ☐
so 65 + 24 = ☐

46 + 35
☐ + 30 = ☐
6 + ☐ = ☐
so 46 + 35 = ☐
• Explain why it is probably easier to do these two additions in different ways:
a) 65 + 21
b) 56 + 35
Now find both totals

In-depth Investigation: Jack's Amazing Beanstalk
Children double numbers and add to a running total, and then look for patterns to predict how much a beanstalk will grow each day.