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

Subtract two-digit numbers crossing the tens boundary

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

Solve problems involving subtraction of two-digit numbers

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 of the following equations will have a difference of a multiple of 10?

Which number line could be used to solve the equation shown? 63 − 29 = ?

Use the pattern to predict the answer to the next equation. 74 − 49 = {{ }}

Use the pattern to predict the next equation in the sequence.

Write a subtraction equation, then solve it to find the missing part in the bar model.

Match each equation to the number that correctly completes it.

Which bar model could represent the problem shown? There were 56 animals on the farm. 40 were sheep, 2 were pigs and the rest were cows. How many cows were there?

Which number line represents what has happened in the problem? First, there were 96 children in the hall, then 1 left, then 40 more left. How many children are left in the hall now?

Izzy had 78 p and spends 42 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 74 stickers on my chart. 34 were smiley faces and rest were stars. How many were stars?

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? Tick all that apply.

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.

Exit Quiz

Which of the following equations will have a difference of a multiple of 10?