Working efficiently means finding a way to solve a problem quickly whilst also maintaining accuracy.

Reorder means arrange something in a different way.

Solve multi-step addition and subtraction problems efficiently

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

Identify knowns and unknowns in subtraction 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 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 expression would give the same answer as 15 + 4 − 5?

What is the most efficient order to answer 16 − 6 + 7?

Which expression would give the same answer as 12 + 3 − 5?

True or false? 16 + 4 – 2 is equal to 16 – 4 + 2

Match the expressions with those that have the same answer.

There are 11 people on a bus. At the next stop, 4 people get on the bus and 2 people get off. How many people are on the bus? Which calculations would give the correct answer? 

What is the missing number? 15 + 5 − $$\square$$ = 10

Solve multi-step addition and subtraction problems efficiently

Lesson outcome