Use knowledge of addition facts within 10 to add within 20

Maths

In this unit pupils will explain 11-19 as cardinal and ordinal numbers. They will double and halve numbers 6-9 and use addition and subtraction facts to add and subtract within 20. In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line. 

In prior learning, pupils will have looked for patterns and relationships in number, spotting connections and talking about what they notice. In this unit pupils will explain 11 to 19 as cardinal and ordinal numbers. They will double and halve the numbers 6 to 9 and use known facts to add and subtract within 20.

Composition of numbers 11 to 19

Which of these part-part-whole models match the story?

First Izzy ate 11 strawberries and then she ate 5 more. How many strawberries has she eaten?

Which equation below helps you to find the answer to 13 + 6 = ___?

Complete the sentence: 1 plus 7 is equal to 8, so 11 plus 7 is equal to {{ }} 

Complete the sentence: 6 plus 3 is equal to 9, so 16 plus 3 is equal to {{ }}  

First, Izzy collected 12 stones and then she found 6 more. How many stones does she have now? {{ }} stones

First, Andeep had 11 stickers and then Izzy gave him 5 more. How many stickers does Andeep have now? {{ }} stickers

What is the sum of the parts in this picture?

Which equation represents this part-part-whole model?

I have 7 pencils altogether. 3 are red and 4 are yellow. Which equations would represent this?

What does the 2 represent in this equation? 2 + 8 = 10

Use the number patterns in the equations to find the missing addend in the last equation. 
4 + 0 = 4
3 + 1 = 4
2 + 2 = 4
1 + {{ }} = 4

Exit Quiz