Short Blocks

# Maths Year 1 Autumn Addition and Subtraction (A)

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

First time using Hamilton Maths?
Open Unit 1 and download the PowerPoint from 'Planning and Group Activities': a brilliant and ready-to-use maths lesson for your white board!

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 Adding by counting on (suggested as 4 days)

### Objectives

Adding by counting on
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
• Addition cards (see resources)
• 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)
• Individual 1-20 bead strings
• 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
Add number of beads on a bead string and write the matching number sentence.

### 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
Add/Sub (i) (ii) (iv)

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
• Addition cards (see resources)
• Play-dough eggs or real eggs
• Baskets (or pictures of eggs in baskets)
• 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
Use bead-bars to subtract. Draw beads to show the number sentence and work out the answer.

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