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Addition and Subtraction

Addition and Subtraction. Calculating efficiently and accurately. Objectives. To explore the knowledge, skills and understanding required for children to add, subtract, multiply and divide efficiently and accurately

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Addition and Subtraction

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  1. Addition and Subtraction Calculating efficiently and accurately

  2. Objectives • To explore the knowledge, skills and understanding required for children to add, subtract, multiply and divide efficiently and accurately • To explore the progression in recording and (some of) the teaching approaches used

  3. By how many runs did England win?

  4. Legoland, Windsor Alton Towers Edinburgh Castle Inter Milan match York Races Blackpool Tower Big Ticket One Direction, Etihad Stadium Madame Tussauds, London

  5. Rapid recall Models, images & concrete materials Use of ICT The Four Rules Mental calculations Understanding Problem solving and role play Stories / rhymes Efficient written methods

  6. Progression for addition and subtraction • Counting • One more / less • Addition as combining two groups, then counting on • Subtraction as take away or difference (eg how many more is … than …?) • Ten more/less • Recall of addition/subtraction facts to 10, 20 and beyond • Understand that subtraction and addition are inverses

  7. Addition 2 + 3 = I buy 2 cakes and my friend buys 3 cakes. How many cakes did we buy altogether? (Children could draw a picture to help them work out the answer) pictures 8 + 5 =8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now? (Children could use dots or tally marks to represent objects – quicker than drawing a picture) symbols

  8. Counting on– jumps of 1 (modelled using bead strings) 18 + 5 = 23 +1 +1 +1 +1 +1 18 19 20 21 22 23 24

  9. (+ 30) (+ 3) (+ 2) 47 77 80 82 35 + 47 = 82 No number line 35 + 47 = 47 + 30 + 5 = 77 + (3 + 2) = 82

  10. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 4 7 + 2 5

  11. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 4 7 + 2 5

  12. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 4 7 + 2 5

  13. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 4 7 + 2 5

  14. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 4 7 + 2 5 12

  15. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 4 7 + 2 5 2 1

  16. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 4 7 + 2 5 2 1

  17. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 4 7 + 2 5 2 1

  18. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 4 7 + 2 5 2 1

  19. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 4 7 + 2 5 2 7 1

  20. Addition by partitioning 374 + 248 300 + 70 + 4 200 + 40 + 8 500 + 110 + 12

  21. Column addition 622 374 1 1 Extend to: 1247 + 367 £2.36 + £6.48 3.5 + 4.8 7.48 + 2.6 12.5 km + 6.08 km + 248

  22. Three in a row Choose two numbers from the row of numbers above the grid. Find the difference between these numbers. If the answer is on the grid, cover that number with a counter. 14 20 21 34 39 45 50

  23. 5 – 2 = I have five cakes. I eat two of them. How many do I have left? A teddy bear costs £5 and a doll costs £2. How much more does the bear cost? Subtraction (Take away) Drawing a picture helps children to visualise the problem (Find the difference) 13 – 5 = Mum baked 13 biscuits. I ate 5. How many were left? Lisa has 13 felt tip pens and Tom has 5. How many more does Lisa have? Using dots or tally marks is quicker than drawing a detailed picture (Take away) (Find the difference)

  24. -1 -1 -1 -1 -1 8 9 10 11 12 13 Taking away– jumps of 1 (modelled using bead strings) 13 – 5 = 8

  25. Number lines - taking away 74 – 26 = 48 − 20 − 4 − 2 48 50 54 74

  26. Counting on– jumps of 1 (modelled using bead strings) 11 – 8 = 3 +1 +1 +1 0 1 2 3 4 5 6 7 8 9 10 11 difference_itp

  27. Number lines - counting on 74 – 26 = 48 + 40 + 4 + 4 0 26 30 70 74

  28. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 10 10 - 4 7

  29. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7

  30. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7

  31. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7

  32. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7

  33. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7 5

  34. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7 5

  35. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7 5

  36. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7 5

  37. Tens Ones 1 1 1 1 1 1 1 1 1 1 1 1 6 7 2 1 10 10 10 10 10 10 - 4 7 2 5

  38. Subtraction by partitioning 754 - 186 754 – 100 = 654 654 – 80 = 574 574 – 6 = 568

  39. No breaking down needed: 563 − 241 500 + 60 + 3 − 200 + 40 + 1 300 + 20 + 2 Leading to: 563 − 241 322 Using red alerts: 563 − 248 500 and 60 and 3 − 200 and 40 and 8 Re-written as: 500 and 50 and 13 − 200 and 40 and 8 300 and 10 and 5 Leading to: 5 6 3 − 2 4 8 3 1 5 Subtraction by decomposition beadsticks_itp 5 1 digit_cards_dice

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