The result of subtracting one number from another. How much one number differs from another.

Use number bonds to 10 to add/subtract one-digit and two-digit numbers

Maths

Add and subtract one to or from a two-digit number within a decade

Add and subtract 1 to and from a 2-digit number crossing the tens boundary

Use number facts to add or subtract a one-digit number and a two-digit number.

Use number facts to solve addition and subtraction problems.

Use number facts to solve problems in measures and data contexts

Add by bridging a multiple of ten

Subtract by bridging a multiple of ten

Use bridging to solve addition and subtraction problems

Find 10 more or less than a 2-digit number.

Add and subtract 10 to and from a 2-digit number.

Add multiples of 10 to 2-digit numbers.

Subtract multiples of ten from 2-digit numbers

Partition 2-digit numbers in different ways

Use efficient strategies to solve problems

In this 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 future unit pupils will learn to find 10 more or less than a 2-digit number They will  add and subtract 10 to/from a 2-digit number using number facts

In the prior unit pupils added 3 addends. They used strategies such as finding 2 addends to total 10 or 2 numbers to bridge though 10. In this 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 this 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.

Adding and subtracting ones and tens to and from 2-digit numbers

Alex represents the equation 34 + 6 = ___     Which known fact could he use to solve this efficiently?

Use the picture to complete the stem sentence. We know that 5 plus 5 is equal to 10, 
so we also know that {{ }} plus 5 is equal to 30

Which of the following numbers will complete the equation?
76 + 4 = ___

Which equation would be next in this pattern? 63 + 7 = 70, 73 + 7 = 80, 83 + 7 = 90 ... 

Which equation would be next in this pattern?
41 + 9 = 50, 42 + 8 = 50, 43 + 7 = 50 ...

In my equation, I subtracted a number with a ones digit of 9 from a multiple of ten. How many ones are there in the difference? {{ }} one.

Choose the bar model that represents this problem. After Sam had watered the flowers, there was 73 ml of water in the jug. Alex adds 5 ml more. How much water is in the jug now?

Which known fact would you use to solve this problem? Alex’s packet of seeds weighed 67 g and Sam’s weighed 4 g less. What did Sam’s packet of seeds weigh?

Which equation could represent the problem shown?
Alex spent 46 p and Sam spent 49 p. Use the equation to work out the difference between the amounts they spent.

Use the bar chart to answer the question. How many people visited the park on Monday and Tuesday altogether? Use a known fact to help you solve the problem.

Use the bar chart to answer the question. How many more visitors were there on Thursday than Friday? Use a known fact to help you solve the problem.

Use the bar chart to answer the question. Saturday had two fewer visitors than Tuesday. How many visitors will be shown on the bar chart once the bar is drawn for Saturday?

Use number bonds to 10 to add/subtract one-digit and two-digit numbers

Lesson outcome