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National Curriculum: Addition and Subtraction - Year 1 - Exemplification

Created on 14 October 2013 by ncetm_administrator
Updated on 03 February 2014 by ncetm_administrator

Exemplification

Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
• Use the vocabulary add, subtract, minus, equals, is the same value as, total, more than, fewer/less than.
• Explain that things on both sides of the equals sign have the same value
• Know that the ‘total’ can be presented on either side of the equals sign
• Complete ‘empty box’ number sentences
represent and use number bonds and related subtraction facts within 20
• 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.
• I’m thinking of a number. I’ve added 7 and the answer is 18. What number was I thinking of? Explain how you know.
• I know that 6 and 4 is 10. How can I find 7 + 4? How could you work it out?
add and subtract one-digit and two-digit numbers to 20, including zero
• What is 37 subtract 10? How did you work that out? How could you show that using cubes/a number line/a 100-square? What would 37 subtract 20 be?
• Make up some difference questions with the answer 5. Can you show how to solve them using counters? Can you show how to find the answer on a number line?
solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.
• Make up some additions with the answer 15. Try to put them in different ways, like this: 10 + 5 = 15. The total of 10 and 5 is 15. 10 and 5 more makes 15.
• How many ways can you show me that 9 subtract 3 is 6?
• Make up some subtractions with the answer 5. Try to put them in different ways, like this: 11 – 6 = 5. The difference between 6 and 11 is 5.