Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction

Y1 Objectives: Understand addition as combining two sets and record the related addition sentences; relate counting on to addition; partition 5 into two groups and record the related
addition sentences.
Y2 Objectives: Partition all numbers to 10, then 20 into pairs, record related addition sentences and find corresponding subtraction facts; use the = sign to represent equality (e.g. 6 + 4 = 7 +
3); recognise the use of a symbol such as ■ to represent an unknown; count on in tens from any single-digit number then any number, and back again; relate counting on/back in tens to finding
10 more/less.
Very quick starter Whole class teaching Guided group and independent paired/indiv practice activities Plenary
Say one more or Partition 5 and learn bonds to 5. Know pairs to ten then to 7, 8 and 9; use the = Y1 Easier – TA if available Y1 Harder Show chn 2 paper
one less than any sign to represent equality (e.g. 6 + 4 = 7 + 3) Ask chn to work in pairs to make As above but chn think plates and 5 items
two-digit number Show 5 pegs of same colour on a coat hanger. How many pegs are there? Split ‘snakes’ using five cubes in two about how they can of food (e.g.
Display a 1–100 into two groups: 4 and 1. There are 4 on this side and 1 on the other. We can colours. Challenge them to make check that they have biscuits,
grid. Shuffle a set write this as 4 + 1 = 5, 4 add 1 equals 5, 4 and 1 make 5 all together. Turn the as many different ones as they every combination of sandwiches or
of ten cards, each coat hanger round so that it shows 1 + 4. What could we write now? Split 5 into can. They should record the additions, e.g. writing cakes). Put 4 on 1
with a 2-digit other pairs and rpt. Show 5 pegs. Close your eyes. Cover up one of them with a addition for each. Prepare them in order, 5 + 0, 4 plate and 1 on the
Monday Week 2

number (inc cloth. Open your eyes; how many have I hidden. How do you know? Repeat addition cards for them to match + 1, etc. other. What
numbers such as covering 2, then 3, 4 and 5. Explain that we can spilt any number into two sets to each snake (see resources). addition could we
50 and 29). Show of number pairs. Send Y1 away now to work with TA GUIDED Y2 Easier Y2 Harder write? How else can
one to the class. Show chn a number balance. Hang weights on 6 on one side and 10 on the Use the number balance to balance Children make we split the food
Half the class write other. Say that you can hang an extra weight on the left side it will balance. more pairs to 10, 8, then 9. What additions with 3 between the two
the number that is Where should I hang it? Try children’s suggestions until you balance 6 and 4 number sentence can we write? Can or 4 numbers to plates? Together
one more and the with 10, then record 6 + □ = 10 and discuss how 4 goes in the box. Hang a you think of another way to have a make 10. How find all the
other half write weight on 6 on one side, and 9 and 1 on the other. What happens? How could total of 10 on each side? What if we many different combinations and
the number that is we make it balance? Try chn’s suggestions and draw out hanging a weight on 4 moved this weight from 2 to 3? What additions can make list of the
one less. Check on on the left. Record 6 + 4 = 9 + 1. 6 and 4 balance 9 and 1. Move the weight on 1 would we need to do to the other side children create, corresponding
the 100 grid. Rpt. to 2. What happens? What can I do to the other side so it balances? This time to make it balance again? What each with a total additions.
hang weights on 7 and 3 on the left, and 8 on the right. Record 7 + 3 = 8 + □. number sentence would we write? of ten?
Where shall we hang a weight this time to balance? Rpt with other pairs to 10,
and then pairs to 7, 8 and 9.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn
Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction
Very quick starter Whole class teaching Guided group and independent paired/indiv practice activities Plenary
Pairs to 10 Addition as counting on. Know pairs to 20. GUIDED: Y1 Easier Y1 Harder Jess the champion
Show 10 pegs (5 Show chn the 20 bead frame (two rows of ten beads). How many One child shows 5 fingers, and the other child One child shows 5 sheepdog has to
in one colour and beads are there on each bar? And altogether? Ask chn to close eyes shows any number up to 5 fingers. Help chn fingers, and the other shepherd 20 sheep
5 in another) on whilst you slide last 5 on the bottom row behind the whiteboard. to find the total by counting on from five. child shows any into two pens. Say
a coat hanger. Open your eyes. How many have I hidden? What colour are they? Give chn addition cards, 5 + 1 = 6, 5 + 2 = 7, … number of fingers up that Jess can’t
How can we split How many were on the bottom row? What do you add to 5 to make 5 + 5 = 10 (see resources) and ask them to to 5. They find the count, but she
Tuesday Week 2

10 into 2 groups? 10? Write 15 + □ = 20 on the w/b. What number goes in the box? choose which card goes with their fingers. Ask total by counting on knows she has to
Take one Rpt sliding other nos of beads from the bottom bar behind the them to draw a picture of their fingers and from five and record split them into each
suggestion e.g. 8 whiteboard, chn use their pairs to ten to work out the missing write the corresponding addition underneath. the addition. pen. What’s the
and 2, and split number. If we know 7 add 3 makes 10, what do we add to 17 to Y2 Easier – TA if available Y2 Harder most she could
the pegs into a make 20? What do we add to 13 to make 20? How do you know? Write 10 – □ = □ on the flipchart. Roll a 0–9 dice Ask children to have in one pen?
group of 8 and a Send Y2 away now to work with TA. Sit 5 soft toys on a table and and ask chn to subtract the number rolled from 10. work in pairs to How many would
group of 2. say they are on a bus. How many are on the bus? One more is going They show the answer on their fingers. The first to find hidden be in the other?
Record 8 + 2. to get on at the next stop. How many will be on the bus then? Oh, do so wins a cube. Rpt until every child wins a numbers on a What additions
Turn the hanger my mistake, two are going to get on. Show me with your fingers how cube. Give each pair a 20-bead string and ask them missing numbers could we write? Y1
round to show 2 many will be on the bus. Put 2 more toys on the ‘bus’ to confirm. to split the beads into two groups and to write the activity sheet (see work out one
+ 8. Rpt for other Write on the board 5 + 2 = 7. 5 add 2 equals 7. This means 5 toys and corresponding additions. How many different resources). solution using 20
pairs to 10. 2 toys make 7 toys all together. Rpt adding 1 or 2 to nos under 10. additions can they write in five minutes? bead strings.
Pairs to 10 Add 1, 2, 3, 4 or 5 to 5 by counting on. Know pairs to 10 and 20, and write Y1 Easier Y1 Harder – TA if available Challenge
Roll a large related addition and subtraction facts Give pairs of chn Show chn a ‘snake’ made of one colour. Pick children to
1–6 spotty Wave a hand and say 5. Ask chn to do the same. Hold up 1 more finger. 5 and 1 sets of dominoes. another 3 cubes in a different colour. Ask chn to write as
dice. Chn more makes? Say 5 waving the hand, then 6 indicating the extra finger. Similarly, Chn select all the write this as an addition, e.g. 5 + 2 =. Add the two many pairs
hold up that demonstrate that 5 and 2 more is 7. Then that 5 and 3 more is 8. Each time dominoes that have numbers by starting from 5 and counting on 2. with a
many count on from the known 5 fingers on one hand. Send Y1 away now to work a 5 on at least one Finish the addition sentence 5 + 2 = 7. Ask chn to total of 20
fingers. with TA. Show chn the picture of a strip of 10 red cubes and below it a strip of 6 side. They put them work in pairs to make ‘snakes’, using 5 cubes in (Y2s) and
Wednesday Week 2

Look at blue cubes and 4 yellow cubes (see resources) or use real interconnecting cubes. in order e.g. 5 dots one colour. Then they each add one cube to their pairs with
number This picture shows that 6 and 4 cubes is the same amount as 10 cubes. Record 6 and 1 dot, 5 dots snake and write or lay out a matching addition. a total of
folded + 4 = 10. Point out that we could have the 4 cubes first and then the 6 cubes, and 2 dots, etc. Repeat for adding 3, 4 and 5 cubes to their snake. 10 (Y1s) as
down. How but this would still give 10 cubes altogether. Record 4 + 6 = 10. If we took away They work out What happens when we add 6 cubes? Discuss that they can in
many more the 4 cubes, how many cubes would be left? Record 10 – 4 = 6. What if we took totals and write this takes us over the 10 barrier. Chn count on 5 minutes.
to make 10? away the 6 cubes instead? Record 10 – 6 = 4. Point out that we can write four additions on Post-it from 5, adding 6. Can they write this as an addition
Chn hold up number sentences to go with this one picture! Explain that it can be time notes™: 5 + 1 = 6, sentence? Extend chn to make a snake of 15 cubes
correct consuming to draw all the cubes or to keep making sticks of cubes, so we can 5+ 2=7. and add 1, 2, 3, 4 and 5.
number of just draw bars to represent the cubes. Show the next picture of a bar labelled 10, Y2 Easier GUIDED: Y2 Harder
fingers to and under it a bar and 6 and a bar of 4 (see resources). Show children the bar Chn make different sticks of 10 Help chn to write additions and
answer. Rpt model for 5 and 5. Ask chn to work in pairs to write addition and subtractions on multilink in 2 colours. They put them subtractions to go with pairs to
with other their w/bs to go with this picture. This time we only had one addition and one together against a stick of 10 to check 10 and 20 shown using the bar
pairs to 10. subtraction as it was a double! Show the bar model for 16 and 4 making 20, and that they make 10. They record the model (see resources). Use 20
together write the matching additions and subtractions. matching addition & subtraction facts. bead strings if necessary.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn
Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction
Very quick starter Whole class teaching Guided group and independent paired/indiv practice activities Plenary
Count on Add 1 or 2 to numbers to 6 by counting on. Y1 Easier GUIDED Y1 Harder Show chn 5
Count along a Add and subtract tens using spider. Ch work in pairs to roll a dice. They start Chn work in pairs to roll two dice, a 1–6 pictures of dogs
1–100 grid. Display a 1–100 grid. Start counting on in ones pointing to the counting on in ones from that number number dice, and a 1, 2 spotty dice. (see resources)
Point to 5. corresponding numbers and encouraging chn to join in. Show until they reach 30. Repeat for 2 turns They find the total by counting on the or use toy dogs.
Say the next that when we count on we move ALONG the rows. Start with each. Chn then roll a 1–6 spotty dice and number of spots, and record the 5 dogs are at
2 numbers, 25 (for the Y2s) and count in ones with Y2s counting a 1, 2 spotty dice. Chn start on 1st addition. Extend by using stickers to the rescue
ready, confidently. Return to the top row and pick new numbers to number then count on and record the increase the adding on number e.g. 3, 4. centre. Another
Thursday Week 2

steady, go! start counting on from. Send Y1 away now to work with TA addition. 2 dogs come in.
Chn say 6, 7. Show chn a plastic spider. Spider counts in 10s, moving up and Y2 Easier – TA if available Y2 Harder Show 5 and 2
Repeat down the grid. Place spider on 8, and move her down the grid Draw 3 squares, one above the other on the Children work in pairs to roll two more on fingers.
starting at as you count in 10s, 8, 18, 28… 98, chn joining in as they can. f/c. Write 36 on a Post-it note and place in 0–9 dice to make a 2-digit number How many dogs
other She could work out 18 add 10 by courting in ones, but she centre square. These are squares from the 1– less than 100. Ring it on a 1–100 are in the rescue
numbers doesn’t, she just moves down a square. Show how much 100 grid. Spider moves up and down these grid (see resources) and ring the centre now?
under 10 for quicker it is to add 10 by counting on in 10s. Place spider on squares. If she moves down one square from numbers above and below writing Display the 1–
Y1 and over other 2-digit numbers and ask chn to say the number 10 more. 36, what number will she land on? Ask a child the corresponding number 100 grid.
10 for Y2s. Spider moves down a square to confirm. How do you think to write this on a Post-it note™ & stick in the sentences, e.g. ring 62, then 72 and Another 10 dogs
Repeat, Spider subtracts 10? Yes, she moves up a square! Place spider square. What if she moves up one square 52 and write 62 + 10 = 72; 62 – 10 = come in. How
without the on 95 and move her up as you count back in 10s to 5. She’s from 36? Record the additions/subtractions: 52. Repeat. Extend chn to adding many now?
1–100 grid. subtracting 10 each time she moves back up the grid! Place 36 + 10 = 46 & 36 – 10 = 26. Remove Post-it and subtracting 20.
Spider on 45. What is 45 subtract 10? note™ & repeat with other central nos.
Add by counting on. Add/subtract 10 using coins. Y1 Easier – TA if available Y1 Harder Put 5 pennies into a tin,
Display a 1–100 grid. Rehearse counting in tens using spider to Chn choose a number of beads from 5–10 on a Ask chn to work in pairs asking chn to count with
move up the grid. Place spider on different numbers and move her beadstring. Move around chn, asking them to say their to choose a number of you as you do so and hold
up and down the grid as chn count together. Now show chn a tin number. Roll a 1, 2 dice. Ask chn to put numbers into a beads from 5 to 15 and up one finger for each
Friday Week 2

containing 4p. Drop 10p coins into the tin and ask chn to count the sentence, work out the answer and share it with the to roll a 1, 2 dice and add penny. Put 2 more
clink sounds. Clink, clink, clink, how much in the mug now? 34p. group. E.g. 6 + 2 = 8. Repeat with numbers 5–10 this number on. They pennies in tin. How many
No starter

Etc. Put 7p into a tin. Drop in a 10p coin. How much is in the tin before moving onto some numbers from 10–15. record the addition. are in the tin now? Tip out
now? Send Y2 away now to work with TA. GUIDED Y2 Easier Y2 Harder the money to check. What
Show 5 beads on 20-bead bar and ask chn to do the same on their Ask chn to roll two 0–9 dice to make five 2- Challenge chn to write down addition can we write?
20-bead strings. Roll a 1, 2 dice. Model counting on that number, digit prices less than 90p. They add 10p to pairs of prices where one price is Write 5 + 2 = 7. Return to
e.g. say 6, 7 as you slide beads across one at a time. Ask chn to each price and record the addition. Rpt, this 10p more than the other and the 5 pennies. This time
imitate this process and to check that they have 7 beads time subtracting 10p. They use a 1–100 grid then where one price is 20p more add 2 10p coins to the tin.
afterwards. Repeat, this time adding 1 or 2 to 10, then to other to help if necessary. than the other. How much is in there
numbers from 5 to 10. now?

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn
Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction
Resources
 1–100 grid (see resources)
 Ten cards, each a two-digit number, including numbers such as 29 and 50
 Ten pegs (five in one colour and five in another) on a coat hanger; a cloth
 Number balance, or an interactive one such as that found at http://nrich.maths.org/public/viewer.php?obj_id=4725
 Multilink cubes
 Year 1 Addition cards: 5 + 0, 4 + 1, 3 + 2, 2 + 3, 1 + 4, 0 + 5 (see resources)
 Two paper plates and five items of food (e.g. biscuits, sandwiches, cakes, pieces of fruit)
 Ten soft toys
 Year 1 Addition cards: 5 + 1, 5 + 2, 5 + 3, 5+ 4, 5 + 5, 5 + 0 (see resources)
 20-bead strings
 0–9 dice
 20-bead frame (two rows of ten beads)
 Two or three sets of dominoes
 Year 2 Missing number pictures and sentences activity sheet (see resources)
 Large 1–6 spotty dice
 Bar model pictures for whole class teaching (see resources)
 Year 2 Bar model for pairs to 10 and 20 Activity sheet (see resources)
 Plastic spider
 1-6 spotty dice, 1-6 numeral dice and 1, 2 spotty dice (or draw on blank dice, three of each number)
 Post-it notes™
 Ten pictures of dogs (or use toy dogs) (see resources)
 A tin, 4 pennies and nine 10p coins
 20 bead bar
 Abacus Year 1 Workbook 1 and Year 2 Workbook 1

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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn
Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction
Abacus Workbook Pages for Alternative/Additional Practice

Year 1 Year 2
Day Group Page Group Page
Monday Easier Workbook 1, page 8 Easier Workbook 1, page 8
Harder Workbook 1, page 6 Harder Workbook 1, page 9
Tuesday Harder Workbook 1, page 12

Wednesday Harder Workbook 1, page 23 Easier Workbook 1, page 9

Harder Workbook 1, page 11
Thursday Harder Workbook 1, page 38

Friday Harder Workbook 1, page 38 Easier Workbook 1, page 35

Harder Workbook 1, page 36

Scroll down for outcomes

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn
Maths Mixed age Year 1/Year 2 Weekly Plan: Autumn Week 2: Addition and Subtraction
Outcomes

Outcomes for most children

Monday Tuesday Wednesday Thursday Friday
1. Partition 5 into pairs. 1. Add small numbers to 5 to 1. Add 1, 2, 3, 4 or 5 to 5 by 1. Add 1 or 2 to numbers to 6 by 1. Add 1 or 2 to numbers to 10 and
2. Record in addition sentences. create addition sentences. counting on. counting on. some to 15 by counting on.
2. Count on from 5. 2. Record as addition sentences.
Year 1

1. Use the = sign to represent 1. Begin to know by heart pairs 1. Partition 10 and 20 into pairs 1. Add and subtract 10 to/from 2- 1. Find 10p more/less than
equality. with a total of 20. and write related addition and digit numbers by using counting in amounts up to 89p.
2. Understand how □ can subtraction facts. tens, not ones.
Year 2

represent an unknown.

Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Match number amounts to 1. Begin to count on from 5 using 1. Add 1, 2, 3, 4 or 5 to 5 by 1. Add 1 or 2 to numbers to 6 by 1. Add 1 or 2 to 5, 6, 7, 8 to make
addition cards. fingers. counting on. counting on with support. addition sentences with totals no
more than 10.
Year 1

1. Use the = sign to represent 1. Find pairs of numbers with total 1. Partition 10 into pairs and write 1. Add and subtract 10 to/from 2- 1. Find 10p more/less than
equality. of 20. related addition and subtraction digit numbers by using counting in amounts up to 89p using coins to
1. Find pairs to 8, 9 and 10. facts. tens, not ones. help.
Year 2

Only record names of children who struggled or exceeded these outcomes

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Mixed age Y1/Y2 Week 2 Autumn