Number Addition and subtraction

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Paula Gordon
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1 Number Addition and subtraction Quickfire additions addition Ask: Three plus two equals? Say: If you know the answer put your hand on your nose/ear/head/shoulder. Ask a child to answer. (5) Repeat for other addition number. Ask questions using a variety of appropriate mathematical language, e.g. Five add two, add one makes? Four add how many equals seven? What is one/two/ten more than seven? Two add three add how many equals eight? Addition facts addition selection of addition number fact cards (per class/group) Hold up a card showing an incomplete addition number fact: =. Ask children to work out the answer. Say: If you know the answer put your hand on your nose/ear/head/shoulder. Ask a child to answer. (9) Repeat for further addition facts. Provide each child with a set of 0 20 number cards. Instead of one child calling out the answer, every child holds up the appropriate number card. Addition bingo selection of addition number fact cards (per class) Children write down any five numbers between 0 and 10. Hold up a card showing an incomplete addition fact, e.g =. Children work out the answer. (9) If the answer is one of their five numbers they cross it out. Repeat for further addition facts. The first child to cross out all five of their numbers is the winner. Use number fact cards. Ask questions rather than using the cards. (Be sure to keep a record of the questions to check the winner.) 35

2 Addition lottery two 1 6 dice (per class) Children write down three numbers between 2 and 12. Throw two 1 6 dice for a child to add the numbers thrown. The child calls out the total for the class to hear. If the total matches any of the children s numbers, they cross that number out. The winner is the first child to cross out all three numbers. Use number fact cards instead of dice, with answers Which two numbers make? 0 10 number cards, with an additional 5 number card (per pair) Give pairs a set of 0 10 number cards and an additional 5 number card. Ask them to hold up two cards showing numbers that equal 10 when added together (i.e. 0 and 10, 1 and 9, 2 and 8, etc). Repeat for other totals within 10. Ask children to say addition number facts for each pair of cards they hold up, e.g = 10 and = 10. Whispers two sets of 0 10 number cards (per class) Arrange the class in a circle. One child chooses two number cards, e.g. 4 and 3. They whisper the two numbers to the next child, who adds them together mentally and whispers the answer (7) to the next child. The next child makes an addition calculation with 7 as the answer, e.g , and whispers this to the next child, who then works out the answer and whispers it to the next child. The activity continues round the circle. Does the last child s answer match the original pair of number cards? Use two sets of 0 10 number cards to make subtraction facts within 10. Children whisper subtraction facts around the circle. Use addition or subtraction. 36

3 Addition and subtraction dice Recognise addition and subtraction as related operations two 1 6 dice (per pair/child) Children roll two 1 6 dice and write the two numbers rolled as an addition calculation, e.g. if they roll 2 and 6, they write They complete the addition fact: = 8. They then find a related subtraction fact, e.g. 8 2 = 6. They complete five pairs of addition facts and related subtraction facts. Provide children with cards showing incomplete facts to 10 or 20. They complete each fact in turn by writing the answer and writing a related addition or subtraction fact. Hide them away Recognise addition and subtraction as related operations 10 or 20 interlocking cubes and a container (per pair) The first child takes a handful (e.g. six) of interlocking cubes and spreads them out for the second child to see. The second child counts the cubes then closes their eyes. The first child places some of the cubes (e.g. four) into a container, keeping this hidden from the second child. The second child then counts the cubes remaining and works out how many are hidden in the container (e.g. two). Children repeat the activity, alternating roles. Provide children with blank cards and pens. Ask them to write an addition and a subtraction fact for each problem they solve, e.g. 6 4 = 2 and = 6. Adjust the number of cubes provided according to the level at which children are working. Add one Add one-digit and twodigit numbers 0 9 number fan Write on the board: + 1. Using numbers 0 10 or 0 20, call out a one- or two-digit number. Working in pairs, children mentally add one to the number given and hold up the answer using their number fans. Write a one-digit number on the board, then roll a 1 6 dice for children to add to the number rolled, e.g. if you write 7 and then roll a 5, say: Add five. Pairs answer 12 (using their number fans). 37

4 Subtraction bingo subtraction facts within 20 selection of subtraction number fact cards (per class); sheet of paper Children write down any five numbers between 0 and 10. Hold up a card showing an incomplete subtraction fact, e.g. 9 5 =. Children work out the answer. (4) If the answer is one of their five numbers, they cross it out. Repeat for further subtraction facts. The first child to cross out all five of their numbers is the winner. Use number fact cards. Ask questions rather than using the cards. (Be sure to keep a record of the questions to check the winner.) Subtract one 0 9 number fan Write on the board: 1. Using numbers 0 10 or 0 20, call out a one- or two-digit number. Working in pairs, children mentally subtract one from the number given and hold up the answer using their number fans. Write a one- or two-digit number greater than 5, then roll a 1 6 dice for children to subtract the number rolled, e.g. if you write 7 and then roll 5, say: Subtract five. Children answer 2 (using their number fans). Differences 0 10 number cards (per pair) Ask (for example): What is the difference between eight and three? (5) Hold up two numbers with a difference of six. Hold up two different numbers with a difference of six. Children work out each answer and hold up the matching number card. Extend the activity to include numbers. Children work in pairs, using two 0 9 number fans to show the two-digit numbers. Dice difference 0 10 number cards (per pair); 0 9 dice or spinners (per pair); counters (per pair) 38 Pairs spread a set of 0 10 number cards on the table in front of them. They take turns to throw a dice or turn a spinner twice, to generate two numbers. They work out the difference between the numbers and place a counter on the corresponding number card. The winner is the child with the most cards covered within a given time.

5 Two less than One child says a number between 2 and 10, e.g. 6, and chooses a second child to say the number that is two less, e.g. 4. The second child then chooses another child to say a number between 2 and 10. The activity continues until all children in the group have had a turn. Play Three less than, Four less than, etc. Play Two more than, Three more than, Four more than, etc. Make ten addition 0 10 number cards Give each child a set of 0 10 number cards. Say: Today we are going to make ten. When I call out a number, you work out what needs to be added to that number to make ten. Hold up the matching number card. Say (for example): Seven. Children hold up the 3 number card. Say: Yes, seven add three equals ten. Call out further numbers between zero and ten. Play Make six/seven/eight/nine. Make ten towers 10 interlocking cubes (per class); 0 10 number cards Give each child a set of 0 10 number cards. Say: We are going to make towers of ten. When I hold up a tower you work out how many more cubes need to be added to it to make it a tower of ten. Hold up that number card. Hold up a tower of, for example, seven cubes. Children hold up the 3 number card. Say: Yes, seven add three equals ten. Repeat for further towers of between zero and ten cubes. Play Make six/seven/eight/nine towers. Show towers of ten cubes and ask children how many cubes need to be taken away to make a tower of, for example, six. Remove the number given by children (4) and together count the remainder to check. Repeat to make towers of ten, nine, eight, etc. 39

6 Give me a calculation Display a number between 0 and 10, e.g. 6. Ask: Who can say an addition calculation that gives six as the answer? Ask: Who can say another addition calculation that will give six as the answer? Repeat several times. Change the target number and repeat. Ask for a subtraction calculation. Find the missing number - addition addition two sets of 0 10 number cards (per pair) Give children two separate sets of 0 10 number cards. Children shuffle the sets and place them face down in two piles. One child turns over the top card in one set, e.g. 7. The other child turns over the top card in the other set, e.g. 4. Together, children work out what needs to be added to the smaller number to make the larger number, e.g. 3. They continue until all the cards have been turned over. Use number cards. Add to the dice 1 6 dice (per class); 0 10 number cards (per pair/child) Give children a set of 0 10 number cards. Throw the dice to roll, e.g. 5. Ask: What number do we need to add to five to get ten? Children hold up the number card showing their answer. (5) Repeat. 40

Children count backwards. Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate.

Children count backwards. Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate. Getting Started Number Number and place value Counting voices Resource 91: 0 20 number track (per class) Ask the class to recite the number sequence 0, 1, 2, 3, etc. in the following ways: very slowly;