New
New
Year 2
Represent addition and subtraction facts within 10
I can represent addition and subtraction facts within 10
New
New
Year 2
Represent addition and subtraction facts within 10
I can represent addition and subtraction facts within 10
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Lesson details
Key learning points
- Representing a problem can help us to find addition and subtraction facts.
- In addition, we can change the order of the addends and the sum will remain the same.
- We can use addition facts to help us find subtraction facts.
- If I know 3 + 2 = 5, I know that 5 - 2 = 3
Keywords
Add - To find the total, or sum, by combining two or more parts (addends), or to increase an amount by adding another.
Subtract - To partition one part from another (the subtrahend from the difference), or to decrease an amount by taking an amount away.
Represent - To communicate mathematical ideas through models.
Common misconception
Without correct representation, children may struggle to know what to calculate.
If needed, provide support at this stage so that the structure of the mathematics is clear to children.
Multiple strategies to derive facts are spoken about within this lesson but will be focused on throughout the unit. The use of games can be used to reinforce the recall of addition and subtraction facts. The slide decks are as a scaffold to prompt games and are not to be seen as a complete lesson.
Teacher tip
Licence
This content is © Oak National Academy Limited (2025), licensed on
Open Government Licence version 3.0
except where otherwise stated. See Oak's terms & conditions (Collection 2).Lesson video
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Starter quiz
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6 Questions
Q1.
What number is being represented?
4
5
7
Q2.
Which representation shows 9?
Q3.
Which number line is representing 5 and 2 more?
Q4.
Which bar model is showing 3 + 4 = 7?
Q5.
Aisha earned 4 stickers in the morning and 2 stickers in the afternoon. How many stickers did she earn altogether?
Q6.
There were 6 children at the park. 3 went home for tea. How many children are left at the park?
Exit quiz
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6 Questions
Q1.
Which of these represent the same addends being added?
Q2.
Which of these represent the same addends being added?
Q3.
Which number shown on the dice is missing from the bar model?
Q4.
Which pair of dice could be the parts in this bar model?
Q5.
What is the missing number?
5
3
2
Q6.
Alex is trying to write all the addition and subtraction facts for this bar model. He cannot think of the last one.
What is the missing equation from his list?
7 + 3 = 4
7 - 3 = 4
4 - 3 = 7
Additional material
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