Finding the total, or sum, by combining two or more numbers.

Solve problems involving multiples of ten in a range of contexts

Maths

Explain that one ten is equivalent to ten ones

Represent multiples of ten using their numerals

Represent multiples of ten using their numerals and names

Represent multiples of ten in an expression or an equation

Estimate the position of multiples of ten on a 0 - 100 number line

Explain what happens when you add and subtract ten to a multiple of ten

Use knowledge of facts and unitising to add and subtract multiples of ten

Add and subtract multiples of ten

Solve problems involving multiples of ten

In this unit pupils will represent multiples of ten using numerals and names and use knowledge of facts and unitising to add and subtract multiples of ten. In the future unit pupils will learn that 100 is composed of ten tens and one hundred ones.  They will learn that 100 is composed of 50s, 25s and 20s. They will use known facts to find multiples of ten that compose 100.

In the prior unit pupils extended their counting to counting the decade numbers and making representations using a variety of different manipulatives. In this unit pupils will represent multiples of ten using numerals and names and and use knowledge of facts and unitising to add and subtract multiples of ten.

In this unit pupils will represent multiples of ten using numerals and names and use knowledge of facts and unitising to add and subtract multiples of ten.

Composition of  multiples of 10

Lemons cost 20 p each and oranges cost 30 p each. What is the cost of one lemon and one orange? {{ }} p

A car has travelled 40 miles of a 70 mile journey.  How many more miles does it need to go? {{ }} miles.

A flower is 60 cm tall and a ladybird is 20 cm up. How much further does it need to climb to get to the top? {{ }} cm

Apples cost 10 p each and lemons cost 20 p each. Laura has 30 p. Which of the following can she buy?

Oranges cost 30 p and pears cost 40 p. What is the cost of two oranges and one pear? {{ }} p

Toy cars cost 60 p, a ball costs 10 p, a teddy costs 50 p and a boat costs 30 p. Andeep spends exactly 60 p. What could he have bought?

In this pyramid, two blocks add together to make the block above it.
What is the missing number at the top of the pyramid?

What is the missing part in this part-part-whole model?

What is the missing part in this bar model?

What is the missing part in this equation? 50 − {{ }} = 10

Andeep buys a pencil for 20 p and a toy car for 60 p. How much has he spent? {{ }} pence.

Sofia has 60 p in her pocket. The rest of her money is in her purse. She has 90 p altogether. How much money is in her purse? {{ }} pence.

Solve problems involving multiples of ten in a range of contexts

Lesson outcome