National Curriculum Aims:
Medium Term Planning
Year 1 Theme 2 : Solving Problems involving Addition and Subtraction
Approx 5 weeks
Fluency
KEY THEMATIC IDEAS: connecting the strands and meeting National Curriculum aims
SIMMERING SKILLS AND ACTIVITIES within and beyond the daily maths lesson
The main focus of this theme is to develop a sound and fluent understanding of addition and subtraction through a wealth of contexts. Building on known number facts from Theme 1 , children will explore the addition and subtraction of one and two digit numbers
to 20, supported by a range of concrete objects and pictorial representations to ensure conceptual understanding . Pupils will be taught
the written symbols and accompanying vocabulary to describe their exploration, (see Non –Statutory guidance, Addition and Subtraction). This pencil is 10 cubes long. This book is 5 cubes longer. How many cubes long is the book? Pupils will continue to learn and memorise their number bonds within 10 and 20 in a variety of forms. These will provide a firm foundation on which to develop the skills of
reasoning and the related operations. Add zero to 4, add another zero and another and another. What happens? Does the same thing
happen when we subtract zero? The knowledge of known facts will further develop pupils’ understanding of addition and subtraction as related operations. If I know 3p+7p=10p, what else do I know? Whilst focusing on addition and subtraction facts up to, and
within 20, (how many different ways can you make 17p?), pupils will naturally extend their counting and understanding of pattern and
place value to numbers beyond 20—and should now be working to 100. To promote fluency, pupils will solve a variety of one step
problems including missing number problems. Mary has 16ml of orange juice in a cup. Ahmed knocks her cup over and some juice
spills out. Mary has 7ml of juice left in her glass. How much juice was spilt? Frequent counting practice , such as counting forwards
and backwards along number lines, tracks and measuring scales, e.g. a ruler or clock face , will help pupils become proficient at adding
and subtracting one more or less and will help them when combining and increasing numbers. Pupils should explore the significance
of the equal sign. 3 + 7 = 6 + 4 Is this correct? Why?
 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given
N.C.
Addition and Subtraction

STATUTORY
Reasoning
Read, write and interpret mathematical statements involving
addition (+), subtraction (–) and equals (=) signs

Represent and use number bonds and related subtraction facts within 
20

Add and subtract one-digit and two-digit numbers to 20, including
zero

Solve one-step problems that involve addition and subtraction, using
concrete objects and pictorial representations, and missing number
problems such as 7 =
– 9.
NON-STATUTORY
Problem-Solving
Pupils combine and increase numbers, counting forwards and backwards.
They discuss and solve problems in familiar practical contexts, including
using quantities. Problems should include the terms: put together, add,
altogether, total, take away, distance between, difference between, more
than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
© Wandsworth & Merton Local Authorities, 2014
line, and use the language of: equal to, more than, less than (fewer), most, least.
 Read and write numbers from 1 to 20 in numerals and words
 Recognise a variety of vocabulary for addition and subtraction, e.g.- put together, add, altogether,
total, take away, distance between, difference between, more than and less than.
 Pupils memorise and reason with number bonds to 10 and 20 in several forms, (for example,
9+7=16;16-7=9;7=16-9)
 Tell the time to the hour and half past the hour and draw the hands on a clock face to show these.
 Identify known 2d and 3d shapes in their environment.
 Recognise and use language relating to dates, including days of the week, weeks, months and
years.
Number, Place Value & Rounding


Pupils memorise and reason with number bonds to 10 and 20 in several
forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). They should realise
the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.
number.
 Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
 Given a number, identify one more and one less.
 Identify and represent numbers using objects and pictorial representations including the number
Count to and across 100, forwards and backwards, beginning
with 0 or 1, or from any given number.
Measurement

Count, read and write numbers to 100 in numerals; count in
multiples of twos, fives and tens.

Given a number, identify one more and one less.



Identify and represent numbers using objects and pictorial

representations including the number line, and use the
language of: equal to, more than, less than (fewer), most, least.

Read and write numbers from 1 to 20 in numerals and words.
Pupils practise counting (1, 2, 3…), ordering (e.g, first, second, third…),
and to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.
Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported
by objects and pictorial representations.
They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system,
including varied and frequent practice through increasingly complex
questions. They recognise and create repeating patterns with objects
and with shapes.
Compare, describe and solve practical problems
for: lengths and heights [e.g, long/short, longer/
shorter, tall/short, double/half] mass/weight
[e.g, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more
than, less than, half, half full, quarter] time [for
example, quicker, slower, earlier, later]
Recognise and know the value of different denominations of coins and notes.
Pupils move from using and comparing different types of
quantities and measures using non-standard units, including discrete (for example, counting) and continuous
(for example, liquid) measurement, to using manageable
common standard units.
In order to become familiar with standard measures,
pupils begin to use measuring tools such as a ruler,
weighing scales and containers.
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
National Curriculum Aims:
Medium Term Planning Year 1
Theme 2: Solving Problems involving Addition and Subtraction
EXEMPLAR QUESTIONS AND ACTIVITIES: connecting the strands and meeting National Curriculum aims
If I know…6 + 4 =10…. then how could I work out…7 + 4 = ….?
Show me how you know that you are right.
I’m thinking of a number. I’ve subtracted 6 and the answer is 8. What number was I thinking of? Explain
how you know.
What is the same? What is different? (8—0=8, 8+0=8 ) What do you notice?
Fluency
Show me….. 18—9 on your number line, using cubes, 100 square…...
How many ways can you show me that 9 subtract 3 is 6.
The answer is 15. What is the question?
Add / Subtract another and another and another What’s happening to the number we started with?
Show me……. (15—7 using your number line, a calculation that equals 2)
Children use balance scales to explore addition, subtraction and the equal sign.
Reasoning



? + 3 = 12 (put 12 cubes on one side of the balance and 3 on the
other, add cubes to the 3 until they balance)
8 + ? = 15 (put 15 cubes on one side of the balance and 8 on the
other, add cubes to the 8 until they balance)
20 - ? = 13 (put 20 cubes on one side of the balance and 13 on the
other, take cubes from the 20 until they balance)
? – 4 = 7 (put 7 cubes on one side of the balance and another
amount on the other, they explore how many they need so that
when they take 4 away the scales will balance)
Both sides of the equal sign have the same value.
Problem-Solving
You could use straws, dice and elastic bands and play a game
that will introduce the children to the concept of exchange.
Throw a dice. Collect that number of straws. When you have
10, make a bundle using an elastic band. The winner is the
first player to make more than 20. This can also be done for
subtraction. Take two bundles of straws. Throw the dice.
Take that number of straws away. The winner is the first
player to lose all their straws.
© Wandsworth & Merton Local Authorities, 2014
How many different additions
and subtractions can you
write for……?
See Wandsworth LA Calculation Policy for more detail on
developing mental and written procedures!
Can some of the key thematic ideas be delivered as part of a
mathematically-rich, creative topic?
KEY QUESTION ROOTS to be used and adapted in different contexts

Approximately 5 weeks
They record
their findings
symbolically.
Suggested ideas:
Use the book Handa’s Surprise by Eileen Browne as a stimulus for adding/
subtracting numbers. Help to bring these activities alive for pupils by setting up a role play
area with Handa’s basket, various fruits, stuffed animals from the story, a market stall etc.
E.g Handa has 6 bananas in her basket and adds one more. How many does she have now?
Handa puts some mangoes in her basket. Giraffe steals 6 of her mangoes. She now has 14
mangoes left. How many mangoes did she start with?
Handa uses cubes to measure two bananas in her basket. The first banana is 5 cubes long.
The second banana is 6 cubes longer. How many cubes long is the second banana?
Handa visits the market to buy some fruit for her basket. She has 20p to spend. Which two
fruits could she buy? (supply children with a price list of fruit.)
Handa weighs some fruit in her basket. The mango weighs 25grams.The guava weighs 20
grams. What is the difference in weight between the two fruits?
Non- routine problem: 2,4,6,8 - make your own calculations (http://nrich.maths.org/175/note)
How will you know you have found all the different number sentences?
Are there any other sums that have the 8 in them, for example?
Are there any other addition sums?
Can you make any number sentences with all four numbers?
Pupils learn number bonds for all numbers to 20.
Here are 8 counters. Put them into two groups.
How many different groups can you make?
Keep track of your work by writing number
sentences.
6
What number is
on the back of
this card to
make 15?
Write number bonds on lolly
sticks and pupils place them in
the correct tub.
Children should use a range of manipulatives so that their experiences are concrete. They should be encouraged to draw
number lines to show what they have done.
Where have
you landed?
My plant measures 16cm.
Tomorrow it will be 5cm taller.
How tall will it be tomorrow?
Show me how you know your
answer is correct.
What number
would you need
to throw to land
on 8?
In my head I have two odd
numbers with a difference
of 2. What could they be?
Convince me.