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subtraction (-) and equals (=) signs  \n􀁸 represent and use number bonds and related subtraction facts within 20  \n􀁸 add and subtract one-digit and two-digit numbers to 20, including zero  \n􀁸 solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.  \nKey Skills  \nAddition  \n􀁸 Read and write numbers to 100 in numerals, incl. 1—20 in words  \n􀁸 Recall bonds to 10 and 20, and addition facts within 20  \n􀁸 Count to and across 100  \n􀁸 Count in multiples of 1 2, 5 and 10  \n􀁸 Solve simple 1-step problems involving addition, using objects, number lines and pictorial representations.  \nSubtraction  \n􀁸 Given a number, say one more or one less.  \n􀁸 Count to and over 100, forward and back , from any number.  \n􀁸 Represent and use subtraction facts to 20 and within 20.  \n􀁸 Subtract with one-digit and two-digit numbers to 20, including zero.  \n􀁸 Solve one-step problems that involve addition and subtraction, using concrete objects (ie bead string, objects, cubes) and pictures, and missing number problems.  \n􀁸 Read and write numbers from 0 to 20 in numerals and words.  \nVocabulary  \nAddition  \nadd, more, plus, and, put together, make, altogether, total, equal to, equals, double, most, count on, number line  \nSubtraction  \nequal to, take, take away, less, subtract, leaves, difference, how many more, how many fewer / less than, most, least, count back , how many left, how much less is_?  \n| Immerse children in practical opportunities to develop understanding of addition and subtraction. Link practical representations on a number track and on a beadstring to then recording on a filled number line. |\n| --- |\n| \u003Cbr>3 bears and 2 bears is 5 bears altogether\u003Cbr>3 + 2 = 5\u003Cbr>|\n\n\n| \u003Cbr>Add one-digit and two-digit numbers to 20 including 0\u003Cbr>Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.\u003Cbr>Beadstrings or beadbars can be used to illustrate addition including bridging through 10 by counting\u003Cbr>on 2 and then counting on 3. |  |\n| --- | --- |\n| 8+5= | |\n\n\n| Children should:\u003Cbr>􀁸 Have access to a wide range of counting equipment, everyday objects, number tracks and number lines, and be shown numbers in different contexts.\u003Cbr>􀁸 Read and write the addition (+) and equals (=) signs within number sentences.\u003Cbr>􀁸 Interpret addition number sentences and solve missing box problems, using concrete objects and number line addition to solve them: 8 + 3 = 6 15 = \u003Cbr>|  |  |\n| --- | --- | --- |\n| Number Family By the end of Year 1\u003Cbr>If we know 4 + 5 = 9 We also know: ,\u003Cbr>5 + 4 = 9\u003Cbr>9-5 = 4\u003Cbr>9-4 = 5\u003Cbr>14 + 5 = 19 | children should be able to recall and use facts within and to 20 |  |\n|  | | |\n\nSubtract from numbers up to 20  \nImmerse children in practical opportunities to develop understanding of addition and subtraction. Link practical representations to a number track and on a beadstring, to then recording on a filled number line.  \n\n| Subtracting by taking away\u003Cbr>Consolidate understanding of subtraction practically before moving on to using number tracks then numbered number lines and hundred squares to subtract by counting back in ones and tens. |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| |  |  | |  |  |  |\n| Beadstrings or beadbars can be used to illustrate subtraction including bridging through 10 by counting back 3 and then counting back another 2.\u003Cbr>13-5=8  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n| Find the ‘difference between’\u003Cbr>This should be introduced practically first with an emphasis on the language ‘find the difference between’\u003Cbr>\u003Cbr>and ‘how many more’\u003Cbr>Tom has 5 bears. Sara has 3 bears.\u003Cbr>How many more bears does Tom have? 7 is 3 more than 4. I am 3 years\u003Cbr>older than my sister\u003Cbr>|  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n|  | Number Families\u003Cbr>By t","cbCaibRCkdLtSZVm","https://ap.wps.com/l/cbCaibRCkdLtSZVm","pdf",1182545,18,"English","# Objectives\n## Key Skills - Addition\n## Key Skills - Subtraction\n## Vocabulary and Language\n## Practical Representations and Strategies","[{\"question\":\"What mathematical skills should learners develop for addition and subtraction?\",\"answer\":\"Learners read, write, and interpret number sentences with + and equals signs, form number bonds, add and subtract single- and two-digit numbers to 20, and solve one-step and missing number problems using concrete and pictorial representations.\"},{\"question\":\"How are number lines and beadstrings used in these lessons?\",\"answer\":\"Number lines support counting on and counting back to add and subtract, while beadstrings or beadbars illustrate progression through 10 and bridging strategies for both addition and subtraction.\"},{\"question\":\"What language helps learners solve difference and “how many more” problems?\",\"answer\":\"The guidance emphasizes using phrasing such as “find the difference between” and “how many more,” linking it to situations where learners compare quantities and reason about the required amount.\"}]","Maths - Addition and Subtraction Objectives and Key Skills | PDF",1790884283,45]