Year 1 Week 19 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Year 1 Week 19 Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Add a 1-digit number by Count on from any 2-digit count on; how much; coins; N1.2C Solve addition problems involving number bonds up to
counting on from a 2-digit number pence; add; more and including 20
number (not crossing 10s) N1.2G Read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) for number
bonds up to and including 20
N2.2C Mentally add numbers: a 2-digit number and 1s;
a 2-digit number and 10s; a 2-digit number and a 2-digit
number
Teaching Summary
Starter
Pairs to 6 and 7
Put students in pairs. One student shows a number of fingers up to 6, the other student shows the number of fingers needed to make 6. They say the addition,
such as Four plus two. Continue playing until you say Stop. Play the same game, swapping roles and making pairs to 7.
Main Teaching
• Explain that Oozella the ogre has a website selling items for ogres, such as garlic for nicer smelling breath (well, nicer to ogres anyway!). Draw items on the
board with the following prices: 16p, 24p, 43p, 92p, 53p, 65p, 74p. Say that Oozella is going to have to put up her prices and has decided to make everything
4p more expensive.
• Choose a student to help Oozella. Ask them to choose an item and make the current price using 10p and 1p coins.
• Choose another student and ask them to use four 1p coins and move them across one at a time as students count on, for example saying: Twenty-five,
twenty-six, twenty-seven, twenty-eight.
• Repeat this, asking students to put 24 in their head, then to show four fingers and count on, folding down one finger for each number spoken. Write the
addition on the flip chart. For example, 24p + 4p = 28p. Write the new price above the label.
• Repeat for each item, asking a different pair of students each time.
• Give 10p and 1p coins to each pair. Ask students to suggest other disgusting items that Oozella might sell. Choose a price (with the 1s digit less than 5) and
ask students to make this amount using 10p and 1p coins, then add four more 1p coins.
Key Questions
• What number is after twenty-five? And the next number? And the next?
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• What is four more than fifty-three?
Watch out for

• Students who find it difficult to count on from numbers except by starting at 1
• Students who are not yet secure with 2-digit numbers
Main Activity
Core
Adding to a 2-digit number
Use number cards 11–40, shuffled, and a dice. Students take turns to take a card and roll the dice. They write an addition sentence using their numbers, such as
34 + 5 = ⬜. Every student in the group works out an answer to the addition by putting the card number in their heads and
counting on the dice number on their fingers. They can consult the 100-square if they need help. Repeat, asking the
next student to make an addition.
Assessment Focus
• Can students count on 1–6 numbers from 2-digit numbers?
Y1 WB2 p40 Adding 3p, 4p and 5p
Support
Add with money
Give each pair three 10p coins and four 1p coins. They take some of each to make an amount of money. Roll a dice (with faces labelled 2, 3 and 4) to determine
how many 1p coins to add. Students do this addition in their heads, using fingers to help them count on. They write their answer, such as 13 + 2 = 15. Then they
take the extra 1p coins out of a central pot and count on one at a time to check their addition. Repeat.
Assessment Focus
• Can students count on to add 2, 3 or 4 to a 2-digit amount of money?
Extend
Snakes and ladders
Teach students to play snakes and ladders using RS 284 Snakes and ladders game. Students must predict where they will land before moving the counter. If they
are correct they may move, if not, they stay put. Students use a 1–6 dice and the first to 50 is the winner.
Assessment Focus
• Can students count on from any number up to 50?
Further Support
Some students may need more practice in counting on from numbers other than 1. Students who are 1 out when they count on need to practice saying the
number they are counting on from as they pat their head and then count on from there using their fingers. Use a large 100-square. Choose a number at random
and ask students to count on from there. Extend to counting on from any number without the 100-square.

Plenary
Write the following additions on the whiteboard: 45 + 3, 60 + 4, 73 + 6. Say: We can add three, four and six by counting on in ones, but we do not need to do this
for one of these sums. Can you guess which one? Draw out that we know that 60 and 4 is 64, as we make 64 with 60 and 4 more. Show 60 on a bead string of
100 beads and move four beads to show 64. Write in the answers to the additions. (48, 64, 79)
Resources
Physical Resources Photocopiable Resources
• 1p and 10p coins • RS 284 Snakes and ladders game
• 100-square
• Bead string of 100 beads
• Counters
• Dice
• Flip chart
• Number cards 11–40
• Pot for coins
• Sticky labels
• Y1 WB2

Add a 1-digit number by Count on from any 2-digit add; more; count on; how N1.2C Solve addition problems involving number bonds up to
counting on from a 2-digit number many and including 20
number, beginning to cross N1.2G Read, write and interpret mathematical statements
10s involving addition (+), subtraction (–) and equals (=) for number
N2.2C Mentally add numbers: a 2-digit number and 1s;
number
Teaching Summary
Starter
Count on in 10s from any 2-digit number
Display a 100-square with a toy spider. Ask a student to put Spider on any number. If the number is greater than 50, count back in 10s; if it is less than 50, count
on in 10s. Move Spider and count in unison up or down the square. Repeat several times, asking different students to come and choose a start number for Spider.
Main Teaching
• Draw a number track 1–30 on the whiteboard and say: Oozella the ogre has sown seeds of stinking bogwort in the swamp. So far, twelve plants have come
up: yum, yum! Draw one plant above each number 1–12 on the number track. Say: The next day, four more come up. Draw four plants underneath the
number track and consult the class about where to put them. Ask: How can we work out how many plants there are now? Point out that we can use the
number track. Ask a student to circle 12 on the track. Everyone puts up four fingers and wiggles them one at a time as the student counts on 4 along the
number track, then circles 16. Re-draw the four plants above the number track and write 12 + 4 = 16 on the flip chart.
• Say: The next day, five more come up. Draw five bogwort plants. Ask students to put up five fingers and count on 5, saying sixteen as they put 16 into their
heads and then counting on, saying seventeen, eighteen, nineteen, twenty, twenty-one! as a student points to these numbers on the number track. Write the
addition: 16 + 5 = 21.
• Ask a student to roll a dice to determine the number of plants that come up on the next day and draw that number of bogwort plants on the whiteboard.
• Repeat the process, using the number track to work out how many plants there are now.
• Emphasise that we can always use the number track to help us add numbers. Say: We find the first number and move along the number of spaces shown
on our fingers.
Key Questions
• Oozella has twenty-six plants. How many will she have if two more come up?
• How many more plants does Oozella need to have thirty plants?

Watch out for
• Students who are not counting on but are counting from 1
• Students who count on starting with the number they are on rather than the next number
Main Activity
Core
Y1 WB2 p41 Adding 2, 3, 4 and 5
Support
Counting on
Practice counting on with students to solve additions. Write 16 + 3 = ⬜, 24 + 2 = ⬜, 12 + 5 = ⬜, 34 + 4 = ⬜ and 13 + 3 = ⬜ on the
whiteboard so all students can see. Discuss how we can work out the answers. Show students a number track 1–40 (RS 585
Number track 1–40) and ask if this can help us. Show how we can put a counter on the big number and count on the smaller number. Do this together for the first
addition. Students who are ready to solve the other additions on their own using their number track and counter can do so. If possible, move students onto
counting on their fingers and putting the large number in their heads. They can check their answers using the number track.
Assessment Focus
• Can students count on to solve simple additions (numbers under 40)?
Extend
Add the dice number
Shuffle a pack of number cards 20–90 and place face down. Each pair of students select a card and roll a dice to determine how many to add. They write the
addition. The rest of the group check their answer using a 100-square. If the pair of students is correct, they win the same number of multilink cubes as the 1s digit
in the answer. They have five rounds each, turning the 100-square over after a while. Which pair collected most multilink cubes?
Assessment Focus
• Can students count on to add a 1-digit number to a 2-digit number <90?
Further Support
Some students may need more practice in counting on from numbers other than 1. Use a large 100-square. Choose a number at random and ask students to
count on from there. Extend to counting on from any number without the 100-square.
Plenary
Oozella sells her stinking bogwort plants in bunches of 10 plants to other ogres. Draw 15 plants on the board. Ask: How many bunches of ten has Oozella got so
far? Ask students to show on fingers the number of plants she needs to reach 20 so that she will have another bunch to sell. Ask: Who is showing me five fingers?
Draw five bogwort plants on the whiteboard to show that this is correct. Repeat, but this time she has 24 and students find how many more to reach 30.
Resources
• 100-square • RS 585 Number track 1–40
• Counters
• Dice
• Flip chart
• Multilink cubes
• Number tracks 1–40
• Soft toy spider
• Y1 WB2

Subtract a 1-digit number by Count back from numbers up subtract; count back; left; how N1.2E Solve subtraction problems involving number bonds up
counting back from numbers to 30 many to and including 20
up to 30 (not crossing 10s) N1.2G Read, write and interpret mathematical statements
N2.2D Mentally subtract numbers: a 2-digit number and 1s;
number
Teaching Summary
Starter
Count on and back from numbers up to 30
Sit students in a circle. Show +1 card made from RS 281 + 1 and −1 cards. Students count round the circle from 1 to 15. Say: We are adding one each time. Turn
the card around to show –1. Students count back until they reach 0. Repeat, this time waiting until they are past 20 before you show –1 and show +1 before
reaching 15. This time, carry on until 30, then count back through 20 before changing direction. As students gain confidence, show +1 and –1 more frequently to
change the direction of the counting more often.
Main Teaching
• Draw 30 plants on the board with a number track 1–30 below. Agree the number of stinking bogwort plants that Oozella has. Say: Unfortunately, Colin the
cunning crocodile loves these plants! When Oozella is not looking he comes and eats two. How many will be left?
• Point to 30 and show students how to count back 2 on the number track to land on 28. Say: Thirty subtract one (erasing the plant from 30 on the number
track) leaves twenty-nine and subtract another one (erasing the plant from 29 on the number track) leaves twenty-eight. Write the subtraction on the flip
chart: 30 – 2 = 28.
• Repeat, this time asking students to predict how many plants will be left if Colin eats another three plants. Say twenty-eight, then everyone holds up three
fingers and count back 3 together, saying twenty-seven, twenty-six, twenty-five, folding down one finger with each number spoken.
• A student rubs out the last three bogwort plants from the number track to see if they are right. Write the subtraction: 28 – 3 = 25 and read it together.
• Repeat, this time subtracting five plants.
• Roll a dice to subtract plants until most are eaten! Naughty Colin!
Key Questions
• How many plants will be left if Colin eats another three? How did you work it out?
• If Oozella had seventeen bogwart plants and Colin eats four, how many does Oozella have left?
Watch out for
• Students who count back starting with the number they are on rather than the previous number
Main Activity
Core
Counting back
Show students a 100-square. They take turns to put a counter on a number ending in 6, 7, 8 or 9. They roll a dice to work out how much to count back. They
move their counter back this number of spaces and say the subtraction, such as 68 – 4 = 64. If they say it correctly, they win a multilink cube. Continue playing
until each student has won at least four cubes. Extend to counting back by counting on fingers, putting the start number in their heads then checking on the
100-square.
Assessment Focus
• Can students count back 1–6 from 2-digit numbers, not crossing 10s?
Cube snakes
Make a long snake of multilink cubes (40 or 50). Ask: How many times can you break off three cubes? How many cubes are left in the snake each time? Students
use a 100-square to help them count back.
Support
Add and subtract
Students use counting equipment and RS 585 Number track 1–40 to solve additions and subtractions on RS 587 Addition and subtraction cards. They place a
counter on the number on the track and count on to answer the addition or count back to answer the subtraction.
Assessment Focus
• Can students count on to add a 1-digit number to a 2-digit number?
• Can students count back to subtract a 1-digit number from a 2-digit number?
Extend
Y1 WB2 p42 Counting back on a number track
Further Support
Make snakes of multilink cubes to go with each subtraction, taking cubes off one at a time.
Plenary
Ask everyone to hold up 10 fingers. Ask: How many times can I take away three? Take suggestions and encourage students to try to find out. Then model 10 − 3, folding
down three fingers and counting back to get to 7, repeating to do 7 − 3, then 4 − 3. Say: We can take away three three times!

Resources
• 100-square • RS 281 + 1 and −1 cards
• Counters • RS 585 Number track 1–40
• Counting equipment • RS 587 Addition and subtraction cards
• Dice
• Flip chart
• Multilink cubes
• Y1 Workbook 2

Subtract a 1-digit number by Count back from numbers up reduce; take away; count N1.2C Solve addition problems involving number bonds up to
counting back from a 2-digit to 100, not crossing 10s back; pence; how much and including 20
number (not crossing 10s) N1.2G Read, write and interpret mathematical statements
number
Teaching Summary
Starter
Pairs to 8 and 9
Put students in pairs. One student shows a number of fingers up to 8, the other student shows the number of fingers needed to make 8. They say the addition,
such as five add three. Continue playing until you say Stop. They then play the same game, swapping roles and making pairs to 9.
Main Teaching
• Draw a page from Oozella’s website with items priced as follows: a garlic bulb for 23p and other items for 38p, 45p, 34p and 48p. Explain that these things
are not selling well so she has decided to reduce the prices by 3p.
• Ask a student to choose an item and make the price using 10p and 1p coins. They take away one coin at a time. The rest of the class put the price in their
heads and count back 3 by holding up three fingers and counting back one number at a time, folding down one finger for each number spoken. Say how
much is left.
• Circle the original price on a 100-square and show how to count back 3 to see what number you land on in order to give the answer to the subtraction.
Explain that the 100-square helps us because counting backwards is pretty tricky!
• Repeat with the other items.
• Discuss the garlic bulb, asking whether it is necessary to count back 3 or whether we can just say the answer. Show 23p as two 10p coins and three 1p
coins. Point out that we will take away all three 1p coins, leaving just the two 10p coins.
• Give 10p and 1p coins to each pair. Ask students to suggest other disgusting items that Oozella might sell. Tell students that their item costs 43p. Students
should look at a number track 1–50 and also count back 3 using fingers. Ask: What is the new price? Make 43p using 10p and 1p coins, then subtract three
1p coins to check.
Key Questions
• What price is three pence cheaper than twenty-three pence? How did you work it out? What would be three pence cheaper than thirty-three pence? …forty-

three pence?
• Which number is one less than thirty-eight? Two less? Three less?
Watch out for
• Students who count back starting with the number they are on rather than the previous number
Main Activity
Core
Subtract three beads
A pair of students share a bead string of 100 beads. They make a number between 20 and 40. They subtract 3 by counting back three beads. What is the
answer?
Assessment Focus
• Can students count back from numbers to 40?
Support
Y1 WB2 p43 Counting back
Extend
Subtract by counting back
Give each pair a 100-square. They start at 100 and roll a dice to determine the number to count back. They look at the number they landed on and say the
corresponding subtraction. Write this on a flip chart. They carry on until one pair has reached number 1: they are the winner!
Assessment Focus
• Can students count back 1–6 from any 2-digit number?
Further Support
If students count back starting with the first number rather than the previous number, teach the method of starting by putting the number in their head: saying it as
you put it in, then counting back on the correct number of fingers. For example, for 48 – 6, put up six fingers, say forty-eight as your hand touches your head
(putting the number in), then count back: forty-seven, forty-six, forty-five, forty-four, forty-three, forty-two.
Plenary
Write the following subtractions on the board: 45 – 3, 76 – 6, 89 – 5. Say: We can take away three, six and five by counting back but we do not need to do this for
one of these. Can you guess which one? Draw out that we know that 70 and 6 is 76 because we make 76p with seven 10p coins and six 1p coins. When we take
away the six 1p coins, we just have the seven 10p coins left. Write in the answers. (42, 70, 84)

Resources
Physical Resources
• 1p and 10p coins
• 100-squares
• Bead strings of 100 beads
• Dice
• Flip chart
• Y1 WB2

Subtract 1-digit numbers from Count back from multiples of take away; count back; how N1.2C Solve addition problems involving number bonds up to
multiples of 10 10 many; subtract; bond and including 20
N1.2E Solve subtraction problems involving number bonds up
to and including 20
N1.2G Read, write and interpret mathematical statements
number
Teaching Summary
Starter
Pairs to 10
Play ‘Ping-pong’. Say a number up to 10. Students reply with the number that is its bond to 10. Start slowly and gradually increase the pace. Occasionally, say
ping to which they respond pong. Also include 10 and 0.
Main Teaching
• Draw two bundles of 10 stinking bogwort plants on the board and explain that Oozella has made two bundles of 10 plants ready to sell, but Colin the cunning
crocodile is up to his old tricks again! Say that he has eaten 3 from one bundle.
• Ask a student to come and erase these from the second bunch. Write 20 – 3 = ⬜.
• Show a bead bar of 100 beads. Push 80 beads out of the way. Focus on 20 beads. Ask: What happens if we take away three? Model doing this by sliding
the beads along one at a time as the students count back: nineteen, eighteen, seventeen. Complete the subtraction: 20 – 3 = 17.
• Repeat for 30 – 3. Ask what students notice. Point out the pair to 10: 7 and 3.
• Ask them to predict what the answer to 40 – 3 might be, then ask a student to erase three plants from the last bundle. Write the subtraction.
• Repeat for 20 – 3, 30 – 3, 40 – 3… 100 – 3, pointing out the pairs to 10.
• Show 10 beads on the bead bar, then move four to the right. Write 30 – 4 and ask students how many might be left. Make the connection with 10 – 4 by
showing 30 beads and taking away 4. Write 30 – 4 = 26. Use this to do 40 – 4 and 60 – 4.
Key Questions
• What is ten subtract five? So what do you think twenty subtract take five might be? Thirty subtract five?

Watch out for
• Students who do not use their pairs to 10 to subtract from 10
Main Activity
Core
Subtract the dice number
Use a number track 1–40. Ask a student to place a counter on a number greater than 10. Another student rolls the dice. All students write the subtraction (the
number on the track minus the dice number). For example, 14 - 6 = ⬜. Count back in unison on fingers, putting the start number in your
heads, and move the counter back with each count to show the answer. Repeat, allowing students to work more
independently when they are ready, but working as a group with students who need the support.
Assessment Focus
• Can students count back to subtract a 1-digit number from a 2-digit number <40?
Y1 WB2 p42 Counting back on a number track
Support
Subtract 2 and 3
Shuffle a pack of number cards 10–20. Each student takes a card and makes a snake of that number of multilink cubes. They take two cubes off their snake,
counting back as they do so. They find the first number on a 1–20 number track and count back 2 to land on the remaining number of cubes. Write each
subtraction on the flip chart. Repeat, subtracting three cubes, counting back 3 on the track and recording the subtractions.
Assessment Focus
• Can students count back 2 and 3 from numbers up to 20?
Extend
Add and subtract
Students use counting equipment and number tracks 1–40 to solve additions and subtractions on RS 587 Addition and subtraction cards. They place a counter on
the number on the track and count on to answer the addition or count back to answer the subtraction.
Assessment Focus
• Can students count on to add a 1-digit number to a 2-digit number?
• Can students count back to subtract a 1-digit number from a 2-digit number?
Further Support
Display bonds to 10 and show related subtractions. Encourage students to use these to solve subtractions from larger multiples of 10. Use Spider to emphasise
the multiples of 10 on a 100-square.
Plenary
Draw two bundles of 10 plants on the board. Roll a dice to determine how many plants Colin ate and see if students can predict how many will be left. Repeat,
each time subtracting the number rolled from 20.
Additional Activity
Students can have a go at the additional activity Sort Them out (1) from the NRICH website.
Linked with kind permission of NRICH, nrich.maths.org
Resources
• 100-square • RS 587 Addition and subtraction cards
• Bead bar of 100 beads
• Counters
• Counting equipment
• Dice
• Flip chart
• Multilink cubes
• Number track 1–20
• Number track 1–40
• Soft toy spider
• Y1 WB2

Year 1 Week 19 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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