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

Solve problems involving subtraction of two-digit numbers

Maths

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.

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

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