To split a whole up into parts - a piece or section of a whole.

Solve problems involving subtraction of two-digit numbers

Maths

Use efficient addition strategies to calculate

Combine tens and ones within equations

Add two-digit numbers without crossing the tens boundary

Find the missing addend when adding two-digit numbers

Add 2-digit numbers when crossing the tens boundary

Solve problems involving the addition of two-digit numbers

Explain different strategies used to subtract

Solve equations involving the subtraction of two-digit numbers

Subtract two-digit numbers crossing the tens boundary

Find the missing part when subtracting two-digit numbers

Solve problems involving subtraction when bridging 10

Use efficient methods to solve subtraction equations

Solve problems involving addition and subtraction

Create addition and subtraction problems

In this unit pupils apply their knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers both within and across the tens boundary. In the future unit pupils will add 3 addends, understanding they can be added in any order, bridging through 10.

In the prior unit pupils added and subtracted 1s and 10s from 2 digit numbers. They used number facts to add/subtract a single-digit number to/from a 2-digit number and used a part-part-whole model to represent addition and subtraction. In this unit pupils apply knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers within and across the tens boundary.

In this unit pupils apply their knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers both within and across the tens boundary.

Addition and subtraction of two 2-digit numbers

Which bar model represents the problem shown? First, there were 47 cows in the field. Then, 3 left, then 20 more left. How many cows are left in the field now?

Which number line represents what has happened in the problem? First, there were 87 sheep in the field. Then, 5 left, then 20 more left. How many cows are left in the field now?

Izzy had 56 p and spent 25 p. How much money does she have left? Use the coins shown to help you find out.

Which number line represents what has happened in the problem? I had 69 sweets in my bag. 34 were gobstoppers and the rest were bon-bons. How many were bon-bons?

Andeep counts 87 minibeasts in the garden. 35 were ants and the rest were woodlice. How many woodlice were there? Which equation would solve this problem?

There are 86 crows on the farmer’s field and 53 fly away. How many crows are left? Write the equation to solve this problem. 

Match the expressions that have the same value.

Which number is missing in the equation? 89 − 28 = 89 − 8 − {{ }}

Which equation is represented by the number line?

How many tens are in the missing part? 95 − _2 = 23

Solve problems involving subtraction of two-digit numbers

Lesson outcome