To imagine a given problem before us in real life.

To communicate mathematical ideas through models.

To choose one of the four operations to solve a problem.

Not wasting time or effort. An efficient strategy is one we can carry out easily.

Use knowledge of calculating within 20 to solve problems

Maths

Add three addends

Use a 'First, then, then, now' story to add three addends

Explain that the addends can be added in any order

Add three addends efficiently

Add three addends efficiently by finding two addends that total 10

Add two numbers that bridge through 10

Add and subtract two numbers that bridge through 10

Compare the number of objects in two sets or difference between two measures.

Calculate the difference

Calculate the difference in different contexts

Explain what the difference is between consecutive numbers

Calculate the difference when information is presented in a pictogram

Calculate the difference when information is presented in a bar chart

Use knowledge of calculating within 20 to solve problems involving statistics

In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.  In the future unit pupils will add and subtract 1s and 10s from 2 digit numbers. They will use number facts to add/subtract a single-digit number to/from a 2-digit number .They will use a part-part-whole model to represent addition and subtraction.

In the prior unit pupils revisited addition and subtraction within ten. They consolidated addition and subtraction strategies. In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.

In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.

Calculating within 20

What equation would represent this worded problem? Group 1 used 7 stones for their microhabitat. Group 2 used 18 stones. How many more stones did Group 2 use than Group 1?

Which bar model would represent this problem? Group 1 used 7 stones for their microhabitat. Group 2 used 18 stones. Group 2 used 11 more stones than Group 1

Laura had 14 cookies. She ate 5 of them. How many cookies did Laura have left?

Laura collected 10 cards and Lucas collected 7 cards. How many cards have they collected altogether?

On Monday, 4 children rode their bike to school. On Tuesday, 8 children rode their bike. On Wednesday, 6 children rode their bike. In total, how many children rode their bike to school on the 3 days?

Laura and Jacob score 16 baskets altogether in their basketball game. How many baskets could they have scored each?

Aisha used 8 coloured pencils for her artwork. Lucas used 4    How many more coloured pencils did Aisha use than Lucas? 
Aisha used {{ }} more coloured pencils than Lucas.

When playing a game, the difference between Izzy’s score and Lucas’ score is 6, Izzy scored 8     How many points could Lucas have scored?

Which pairs of numbers have the same difference of 2?

Use knowledge of calculating within 20 to solve problems

Lesson outcome