Understand addition as increasing a quantity

Maths

Combine parts using the addition symbol

Understand that parts can be represented in any order

Understand the use of the equals sign in equations

Understanding part-part-whole relationships

Add parts to find the value of the whole and write the equation

Find the missing part in an equation

Partition a whole into two parts and write as a subtraction equation

Using bar models to subtract

Understand the relationship between addition and subtraction

In this unit pupils will combine 2 or more parts to make a whole. They will learn addends are represented in any order and the = sign shows the whole and sum of the parts are equal. In the future unit pupils will find missing addends. They will partition a whole into 2 parts representing first, then, now stories with subtraction equations. They will learn + and - are inverse operations.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will combine two parts to make a whole, learn that addends are represented in any order and learn that the equals sign shows that the whole and the sum of the parts are equal.

In this unit pupils will combine 2 or more parts to make a whole. They will learn addends can be represented in any order and that the = sign shows the whole and sum of the parts are equal.

Additive structures: addition

Alex writes an equation to match this story.  2 + 1 = 3    What does the 3 represent?

First, there were 2 children on the mat. Then, 3 joined. Now, there are 5.

First, there were 5 children on the mat. Then, 3 joined. Now, there are 2.

First, there were 3 children on the mat. Then, 2 joined. Now, there are 5.

True or false. The counters shown represent this story. First, there were 4 cakes on the table. Then, my friend put 3 more cakes on the table. Now, there are 7 cakes on the table.

Which equation matches the story? First, there were 5 ducks in a pond. Then, 3 more ducks jumped in. Now, there are 8 ducks in the pond. 

Laura has written this equation to match the picture. Is she correct? 5 + 3 = 8

Tick an addition equation that could represent the counters.

Tick two subtraction equations that could represent the counters.

Izzy writes this subtraction equation to represent the bar model. 9 – 2 = ?   Which addition equation could also be represented by the bar model?

Which set of counters could represent this story? There were 2 large teddies and 4 small teddies. How many teddies were there altogether?

Tick the two equations which could be represented by this bar model.

I have 5 pennies in my pockets. 2 are in one. How many are in the other?

Jun has 3 pennies, Izzy has 2. How many pennies do they have altogether?

I have 3 pennies in one pocket and 2 in the other. How many pennies altogether?

Which of these is not an addition story? 

Understand addition as increasing a quantity

Lesson outcome