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Addition and Subtraction
Objectives
To use pairs to 10 to find amount to next 10
Resources
Vocabulary
ten(s) | multiple(s) of 10 | one(s)
Today's Lesson
Introduction
Recap on Lesson 1 by asking your student how they made the next multiple of 10. Try some examples that your student was working on in the Main Activity from the previous lesson.
Then, show your student the 📄 100 square. Draw a circle around the number 36. Ask, ‘What’s the next 10s number? What do we need to add to 36 to make 40?’
Use the 📄 100 square to demonstrate counting on from 36 to 40, saying, ‘One, two, three, four,’ as you move to 37, 38, 39, 40.
Remind your student that this is not a surprise! We know that 6 and 4 make 10, so 36 and 4 make 40!
Repeat for 46, 76 and 86.
Circle 57 on the 📄 100 square.
Ask, ‘How many to add to make 60?’ Remind your student to ask themselves what goes with 7 to make 10? Three! So, 57 and 3 must be 60.
Record on paper 57 + 3 = 60.
Ask, ‘What is 60 – 3? How do you know? We end where we started!’
Repeat with 34, adding 6 to get to 40.
Repeat with 68. What do they need to add to get to 70?
This video demonstrates how to carry out the above activity.
Main Activity
Ask your student to choose a number to circle on the first row of the 📄 100 square
They should work out what needs to be added to reach the next multiple of 10, and then write the addition sentence.
They should then ring a number on the second line and repeat, and then repeat for each row of the grid.
Also challenge your student to write the corresponding subtraction.
For example: 47 + 3 = 50 and 50 – 3 = 47.
Extra Challenge
Say a number from the 📄 100 square, for example, 55. Challenge your student to say back the number that goes with it to make the next multiple of 10. (Answer: 5)
Create this into a game by seeing how many numbers you can do in 30 seconds. Reward great efforts and progress.