Mathematics Teaching & Learning Experiences Term 2 Wk 2

Addition and Subtraction

use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including counting back

10 min whole number
Skip counting by 2, 5 and 10, counting by 10s
Counting forwards and backwards by 1s from any
number

Counting on and back from a given two digit number
Subitising

Problem of the Day (using NEA):
Jane read a book with 8 pages.
Louis read a book with 19 pages.
How much shorter was Janes book than Louiss?

Problem of the Day (using NEA):
Mrs Gavrilos has 20 pens. 11 go missing. How many does she
have left over?

Problem of the Day (using NEA):
Jane thinks that each person at her party will eat three
biscuits each. There will be six people how many biscuits will
she need?
Modelled/Explicit Teaching:
Blocks on the Bowl
In pairs, students are given a collection of cubes (up to 10) and a
bowl. The bowl is turned upside down on the desk. Student A
places the blocks on top of the bowl and Student B counts the
blocks. While Student B looks away, Student A removes some of
the blocks and places them under the bowl. Student A asks
Student B How many blocks are under the bowl? Student B
records their answer. They check the actual number of blocks
altogether. Students swap roles and repeat the activity using a
different number of blocks.
Extension: When the students are confident with combinations
up to 10, the activity could be extended to include numbers
greater than 10.
Possible questions include:
- how many are left?
- what does ten take away five equal?
- I am thinking of a question where the answer is 5.
What could the question be?
- how many altogether?
- six plus what equals nine? (Adapted from CMIT)

Modelled/Explicit Teaching:

Teddy Bear Take-away
In pairs, students each count out 20 teddy bear counters
and line them up in two rows of 10. In turn, students roll a
dice and take away the corresponding number of bears
from their collection. Students should be
encouraged to remove all counters from one line before
taking them from the other. Students use their own
methods to record the process eg
Students continue the activity, taking turns to remove the
bears until a student has no bears remaining.
Extension: Students could subtract larger numbers by
rolling 2 or 3 dice. (Adapted from CMIT)

Counting-Back Cards

The teacher prepares a set of number cards (a selection
of numbers ranging from 20 to 50) and a set of dot cards
(1 to 10). Each set is shuffled and placed face down in
separate piles. In small groups, one student turns over the
top card in each pile eg Students add the numbers
represented on the cards together, and state the answer.
The first student to give the correct answer turns over
the next two cards.
Variation: Students are asked to subtract the number on
the dot card from the number on the number card.

Whole Class Reflection/Evaluation:


Whole Class Reflection/Evaluation Whole Class Reflection/Evaluation:
Resources: bowls, whiteboards or recording sheets,
counters

Resources dice, teddy counters or similar Resources: number cards 20 50, dot cards 1-10 (saved in
2014 Year 1, Maths, Term 2