The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
---|---|

1 | Pupils add and subtract one to and from a two-digit number |

2 | Pupils add and subtract one to and from a two-digit number that crosses a tens boundary |

3 | Pupils add and subtract one from any two-digit number |

4 | Pupils use number facts to add a single-digit number to a two-digit number |

5 | Pupils use number facts to subtract a single-digit number from a two-digit number |

6 | Pupils use a part-part-whole model to represent addition and subtraction |

7 | Pupils use number bonds to ten to add a single-digit number to a two-digit number |

8 | Pupils use number bonds to ten to subtract a single-digit number from a two-digit number |

9 | Pupils use knowledge of ‘make ten’ to add a one-digit number to a two-digit number |

10 | Pupils use knowledge of ‘make ten’ to subtract a multiple of ten or a single-digit from a two-digit number |

11 | Pupils solve problems using knowledge of addition and subtraction |

12 | Pupils find ten more or ten less than a two-digit number (1) |

13 | Pupils find ten more or ten less than a two-digit number (2) |

14 | Pupils add and subtract ten to/from a two-digit number |

15 | Pupils explain the patterns when adding and subtracting ten |

16 | Pupils use knowledge of adding and subtracting ten to solve problems |

17 | Pupils use number facts to add a multiple of ten to a two-digit number |

18 | Pupils use number facts to subtract a multiple of ten from a two-digit number |

19 | Pupils partition a two-digit number into parts in different ways (two and three parts) |

20 | Pupils use knowledge of adding and subtracting multiples of ten to solve problems |