Identify knowns and unknowns in subtraction equations

Maths

Use the additive relationship to rearrange addition equations

Use the additive relationship to rearrange subtraction equations

Develop understanding of the relationship between addition and subtraction

Identify knowns and unknowns in addition equations

Use the additive relationship to rearrange and solve equations

Solve problems using bar charts, pictograms and tables

Understand why the order of addition and subtraction steps can be chosen

Solve multi-step addition and subtraction problems efficiently

Solve one and two-step problems in different contexts

In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship In the future unit pupils will identify the addends and the sum in column addition They will use their knowledge of place value to correctly lay out column addition

In the prior unit pupils reviewed and secured previous knowledge of adding 3 addends, understanding they could be added in any order, bridging through 10. In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship.

In this unit pupils will accurately and efficiently solve multi-step addition and subtraction problems. They will understand and explain how both addition and subtraction equations can be used to describe the same additive relationship.

Understand additive relationships and apply them to rearrange equations

Which number in this equation is the minuend? 63 = 103 − 40

What is the difference between 190 and 210? 

Calculate the missing number in this equation: {{ }} − 30 = 60

Calculate the missing number in this equation: 63 − {{ }} = 20

Match up the differences with the correct expression to complete each equation.

Sylvie the snail creeps 130 cm towards home. She still has 105 cm to go before she gets there. How many cm will she have travelled altogether? {{ }} cm

Which number represents the subtrahend in this equation? 31 − 10 = 21

What is the difference between 19 and 21? 

Calculate the missing number is this equation: 40 + ___ = 220

Which pairs of numbers have a sum of 600? 

This lesson was made for home learning during the pandemic.

Identify knowns and unknowns in subtraction equations

Lesson outcome

This lesson was made for home learning during the pandemic.