INSIDE OUT MATHS TEACHER’S GUIDE 1

Primary 1 Chapter 3 Add and Subtract up to 20

Learning Outcomes
 Make number bonds for numbers up to 20
 Add by counting on
 Add by making 10
 Subtract by counting back
 Add and subtract using number bonds

Prior Knowledge Check

Pupils have learnt:
 simple addition and subtraction techniques
 to perform addition by counting on
 subtraction by counting back

Background Information:
In this chapter, students will be introduced to number bonds as a method of adding and
subtracting numbers. Number bonds let students split numbers in useful ways. They show
how numbers join together, and how they break down into smaller parts. It is also
important that pupils know number bonds for each number up to 10. The idea of number
bonds teaches pupils not just addition but also builds the foundation for simple subtraction.
Once they know the number bonds of ten, they can take any small number away from ten
and know the answer instantly. The concept of knowing the parts and whole of a number
bond is very important. Pupils who understand this concept will find it easier to do addition
and subtraction and build a good foundation to mental arithmetic.

Real-World Connection:
Pupils may not realise but simple addition is something we do in daily life without even
thinking about it. We invited two guests for dinner and we have four family members. How
many places do we need to set at the table? I bought 10 sweets and gave 5 sweets to the
pupils. How many sweets are left? Once pupils get the connection of using the concept of
addition and subtraction in their daily lives, they will be motivated to master the concept to
utilise it confidently and quickly. 1. By mastering number bonds early on, pupils build the
foundations needed for subsequent learning and are better equipped to develop mental
strategies and mathematical fluency. By building a strong number sense, pupils can decide
what action to take when trying to solve problems in their head.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 37
Chapter Opener

Learning Objectives
 Make number bonds for numbers up to 20
 Add by counting on
 Add by making 10
 Subtract by counting back

Recommended Teaching Time

0.5 period

Lesson Development
1. Get pupils to look at the opener and read the speech bubbles to find out what the children are
saying.
Ask: What are the children talking about? Who is giving away toys? Who has missing toys?

2. Get pupils to focus on Mint holding the giraffe soft toy.

Ask: What is Mint saying? Can you find the toys she wants to give away? (Teacher can point to
the right side near the potted plant if pupils cannot find the toys to be given away.)

Ask: How many soft toys is Mint giving away? (4)

Ask: How many soft toys does she have if she gives away the box of soft toys? (Teachers can
encourage pupils to count the visible soft toys on the floor and the toy in her hand) (Mint has 5
toys left/now.)

Ask: How many soft toys does she have at first? Can you count all the soft toys you can see on
the page (including the ones in the box)? (Teacher helps pupils to count in order the soft toys
from left side of the page to the right side.) (9)

3. Say: So, 5 and 4 makes 9. We can also say 9 take away 4 gives 5. Can we write this down in
maths statement? (Allow pupils to try writing or representing the information in any way.)

4. Teacher can proceed to introduce number bonds to pupils as a lead-in to the lesson on the
following page.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 38
Lesson 3.1
Making number bonds to 10

Learning Objective
 Recognise Parts and Whole of a number bond
 Make number bonds for numbers up to 10

Recommended Teaching Time

2 periods

Materials
 2 small paper plates
 1 large plate
 Penne or macaroni
 10 objects (paperclips, beads, buttons)
 Fork, Spoon

Lesson Development

1. Introduce number bonds to pupils

i. Number bonds are represented by circles connected
by lines. The ‘whole’ is written in the first circle,
while the ‘parts’ are in the adjoining circles.

Pupils are usually introduced to number bonds

through the Concrete, Pictorial, Abstract (CPA)
approach. Here is just one way to introduce and
teach number bonds.

ii. Show pupils that a number bond can be represented by a big plate with a fork and a
spoon connected to two smaller plates. Pupils can remember this connection easily as it
reminds them of a set of utensils in a meal. Put a number of penne or macaroni on the
smaller plates. Then teacher shift all the pasta pieces on the smaller plates to the big
plate. The answer to the addition is the total number of pasta pieces on the big plate –
that’s the ‘whole’. This manipulative will help students understand the relationship
between the three numbers in the number bond. Introduce the use of the word ‘bond’,
meaning the two numbers are ‘bonded’ to make a bigger number.

Teaching Strategies
Additional Materials
1. Pupils can practise finding the number bonds that make 10.
https://www.mathplayground.com/number_bonds_10.html
2. Get pupils to watch the video below to further reinforce the numbers bonds:
https://www.youtube.com/watch?v=jh39Xg7KB8s
3. Teacher can show another representation of number bond in a wheel:
https://www.youtube.com/watch?v=ZjzyT71Y70s
2. Concrete stage
INSIDE OUT MATHS TEACHER’S GUIDE 1

iii. Pupils start by counting familiar real-world objects that they can interact with. They then
use counters to represent the objects. From here, they progress to grouping counters
into two groups.
iv. By putting five counters into two groups, pupils learn the
different ways that five can be formed. For example, 3 and 2
as illustrated. With further exploration, children work out
other ways to break numbers into two groups.

3. Pictorial stage
v. Now that they understand the concept with hands-on objects and
experience, pupils progress to writing number bonds in workbooks 3 2
or on whiteboards. Early number bond explorations can simply
reflect the two groups of counters that they created during the concrete steps.

4. Abstract stage
vi. Pupils progress to representing abstract problems using mathematical notation, for
example:
3+2=5
vii. Number bonds also helps to develop problem-solving strategies such as ‘making ten’
with ten frames, multilink or unifix cubes.

5. Go through the example on p. 38 of the textbook using the materials given. Get pupils to
form their own number bonds using the plates, fork and spoon.

6. Pupils will need to label ‘Part’ on the smaller plates and ‘Whole’ on the larger plate.

7. Using the objects provided, pupils can choose the number of objects to put into the
smaller plates.

8. As pupils combine objects in the smaller plates and pour into the larger plate, they
should say out the numbers. (For example, 4 and 2 make ___.)

Let’s Try!
Pupils should try this in class so that teachers can assess pupils’ abilities by observing their
rote counting and addition skills in order to understand their ability levels before moving
on to the next segment. Assign Workbook Worksheet 3.1 as homework.

Differentiated Instructions
Struggling learners
Pupils who are still struggling with rote counting with number bonds can try these extra
practices: https://www.mathworksheets4kids.com/addition/picture/graphics-upto5-
large.png
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 39

Let’s Do It
This peg activity is a good for pupils to familiarise with number bonds to 10.

1. Have students work in pairs to find all the number bonds to 10 by observing the
movement and groupings of the pegs in the hanger (closed system).

2. Pupil 1 will move 1 peg each time, away from the other 9 pegs. For example, if Pupils 1
moves the peg to the left hand side, Pupil 2 will count the number of pegs left on the
right side.

3. Pupil 2 will write down the numbers he/she sees on the hanger. For example, Pupil 2
sees 1 peg on the left and 9 pegs on the right side of the hanger, he/she writes 1 on the
left of the paper, and 9 on the right. A pupil’s paper may look like this:

1 9

2 8

3 7

. .

. .

. .

4. Pupils may forget to include the pair 10 and 0. So teacher can prompt the pupils while
walking around the classroom.
5. Teachers can also encourage pupils to write the above numbers in number bond forms.
6. Get pupils to see that there are 5 pairs of numbers that can make 10.
7. Teacher can get pupils to fill in ‘+’ and ‘=’ signs to complete the above mathematical
statements; or use words like ‘and’ and ‘make’ to complete the statements of their
observation.

Differentiated Instructions
Advanced learners
Advanced learners can try to find out the number bonds that make 20 using pegs.

Struggling learners
Audio-visual learners can also scan the QR code to watch a sing-a-long video to list
number bonds to 10
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 40
Lesson 3.2
Making number bonds to 20

Learning Objective
 Make number bonds for numbers up to 20

Recommended Teaching Time

2 periods

Materials
 20 marbles
 2 transparent bags

Lesson Development
1. Once pupils become familiar with number bond to 10, and the various ways to represent
it, teacher can move on to help pupils apply the same concept to number bond to 20.

2. Teacher can use Example 2 on p. 40 to show pupils how number bond can work after 10.
Get pupils to see the first set of eggs makes 10, and the 2 nd set of eggs have 3 empty
slots.

Say: Count the eggs on the tray. (Point to the pink partion.)

Ask: How many eggs are there? How many empty space do we have? How many more
eggs can Ning buy to fill up the tray?

3. Pupils may start by rote counting the empty holes and answer ‘3’. Teachers then
encourgae pupils to recall 7 + 3 makes 10. Then 17 + 3 makes 20.

Let’s Do It
Use the activity on p. 40 to get pupils to familiarise with the number bonds of 20.

4. Have students work in pairs to find all the number bonds of 20 by grouping the marbles
into 2 bags.

5. As pupils identify the number bonds that make 20, they can identify the 10 pairs of
numbers that can make 20.

Teaching Strategies
Additional Materials
Pupils can watch the video below to reinforce number bonds:
https://www.youtube.com/watch?v=jh39Xg7KB8s
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 41

Materials
 Sticky notes labelled with numbers 0 to 20

Lesson Development
1. Review number bonds to 20 before getting pupils to try the questions on p. 41. Get
pupils to list or draw all the number bonds to 20 using bar model, or diagrams or
number bonds or mathematical sentences.

Activity
2. Give each pupil a sticky note with a number on it.

3. In 5 mins, pupils have to find their partner to make 20 and stick their sticky notes on the
board to form a number pair to 20.

Common Errors
Pupils may get confused with number bonds of 10 when dealing with number bonds of 20.
Eg. 1 and 9 make 20. Pupils may make the mistake of making 10 instead of 20. Get pupils to
see that when making 20, one part has to be more than 10 (or equal to 10).

Let’s Try
1. Question 1 can be done together in class as pupils recall the numbers that make 20.

2. For Question 2, teachers should guide pupils to see that they are looking for in the
other part to make 20 (the whole). Pupils can also work with counters or objects with
plates to find the answers to fill in the blanks.

3. Get pupils to complete Question 2 as classwork and guide pupils who are still
struggling with the concept.

4. Teacher can also get pupils to scan the QR code to watch the video to recall the use of
number bonds.

5. Once pupils are competent in number bonds, assign Workbook Worksheet 3.2 to
them as homework.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 42
Lesson 3.3
Adding numbers

Learning Objective
 Adding numbers using a number bond
 Write an addition sentence to find the sum of two numbers
 Adding by making 10

Recommended Teaching Time

2.5 periods

Materials
 20 cubes or any other countable small objects (pasta, erasers, counters etc)
 Number cards 0-10 (1 set for each pair)

Lesson Development
1. Pupils learn addition by building on knowledge on top of the number bond concepts
they have learnt earlier.

2. Pupils need to identify that

Part + Part = Whole
which is the same as “Part and Part make one Whole”.

3. By recognising what makes 10, pupils can group objects to make 10 first. Then count on.
In other words, add.

4. Get pupils into pairs. Pupils should have more than enough cubes on their table to act
out the diagrams on p. 42.

5. For example, pupils should place 7 cubes and 6 cubes on their desks.

6. Teachers prepare number cards for pupils to pick up to represent the number of objects
on their table.

7. Pupils will now try to regroup the cubes into 10 and something else. Next, 7 and 3 can
make 10. The pair can exchange cards ‘7’ and ‘3’ for a single number card ‘10’.

8. Pupils can now visualise the idea of ‘regrouping’ by exchanging number cards
e.g. Pupil 1 holding number cards ‘7’ and ‘6’ can exchange for number cards ‘10’ and ‘3’
from Pupil 2.

9. 10 and 3 is easy to add, making 13. This exercise helps pupils break up numbers and add
convenient numbers mentally quickly.
INSIDE OUT MATHS TEACHER’S GUIDE 1

10. Teachers can discuss with pupils the pattern in adding 10 and another single-digit
number:
10 + 1 = 11
10 + 2 = 12
10 + 3 = 13
10 + 4 = 14
10 + 5 = 15
10 + 6 = 16
10 + 7 = 17
10 + 8 = 18
10 + 9 = 19

Teaching Strategies
For advance learners:

Speed math techniques

Number bonds as a speed math technique helps pupils to understand strategic grouping better.
When pupils group numbers in tens, it is easier to add other digits that are left. Also, numbers can
be broken apart, rearranged and regrouped. This is easy with addition because of its commutative
and associative properties.

Commutativity means we can change the order of addition without changing the outcome.
E.g. 2 + 3 = 3 + 2

Associativity is closely related to commutativity. It means we can group numbers together

however we like when adding and the answer will remain the same.
E.g. 2 + 3 + 5 = 2 + 8

Use the number bond diagrams shown on pp. 42 - 43 of the Textbook help pupils to master this
mental addition and the idea of regrouping numbers.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 43

Lesson Development
1. In Example 3 on p. 43, pupils are exposed to a word problem and can use a number
bond to solve it.

2. Get pupils to highlight words ‘has’, ‘buy more’ and ‘have now’. Teacher can spend
some time going through the keywords in the question before solving 11 + 9.

3. Teacher can teach pupils how to identify which keywords are ‘parts’ and ‘whole’ in a
number bond:
has – part
buy more – part
have now – whole

4. By making 10 first, pupils will be able to find the value of 11 + 9 quickly.

Let’s Try
Q1a and b are straightforward addition of two single-digit numbers. Pupils should be able to
handle the questions independently. Weaker pupils can use the cube diagrams to help them
count on.

Teaching Strategies

Additional Activity: Number bonds relay race

Materials
 1 dice
 20 cubes (for each group)

Pupils are to get into groups of 3, standing in a straight line about 100 m apart. Do this in a
large empty space. Set up a few stations with baskets containing some cubes. And a
whiteboard.

Step 1: Teacher to roll a die.

Step 2: Pupil 1 has to run to a cube station to get the correct number of cubes. Then run to
Pupil 2 and pass him/her the cubes.
Step 3: Teacher to roll the dice again.
Step 4: Pupil 2 has to run to a station and grab the correct number of cubes. Then run to
Pupil 3 and pass him all the cubes.
Step 5: Pupil 3 will receive all the cubes. Then fill in the number bond and write out the
problem as an addition sentence and solve for the whole on the board.

The fastest team to complete the number bond and the mathematical sentence with the
correct answer wins!
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 44

Let’s Try
Q1c and d require pupils to regroup and recall number bonds to 10. Weaker pupils can draw
diagrams to help them regroup to 10. They can also solve a smaller problem on the side like
8 + ___ = 10? Once they get the answer to this part of the problem, they can fill in ‘2’ in the
blank circle. Then they can think about the next blank circle: 2 + ___ = 5?

Lesson Development
Using number track
1. Before going through Example 4 on p. 44, familiarise students with a number track
which shows the numbers 0 – 20 consecutively.

2. Show pupils how to move from one number to the next by jumping on a large mat of
number track on the floor.

3. Pupils are guided to jump from the first number to the next when they add on.
E.g. 6 + 2 = ____
I I
First Number Number to add (No. of steps to jump forward)

4. Pupils are encouraged to circle the first number and jump/move the number of steps
they are asked to add to the number.

5. Get pupils to reverse the two numbers and see if they still end up at the same answer.
Ask: What did you get for 6 + 2? (8) What did you get for 2 + 6? (8)

6. Using this experience, get pupils to compare if it is quicker to add the smaller number or
the bigger number.
Ask: Is it easier to jump 2 steps or jump 6 steps?

7. Go through Example 4 as a revision using the number track and their jumping
experience. Get pupils to highlight the keywords in the problem: has, 2 more, have now?

8. Point to the worked solution to show the ‘jump’ from 6 to 8 is “2 more”. Get pupils to
practise writing and reading the addition sentence.

Differentiated Instructions
Advanced learners
Get pupils to put the bigger number in their head and use their fingers to count on the numbers
they need to add on. Pupils can also refer to the number tracks in front of them and add on.
Pupils who are able to count on confidently without using the number track can proceed to try
counting on mentally.

Online Resources
https://www.sheppardsoftware.com/mathgames/earlymath/fruit_shoot_NumberLine.htm
http://www.ictgames.com/numberLineBoxes/
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 45
Lesson Development

9. Go through Example 5 using the number track. Get pupils to circle the bigger number on
the number track: 13. Then ask pupils how many steps must they ‘jump’ or count on?
Ask: What number did you land on? (20) Can you get the answer using another way?
(Remind them about number bond 3 and 7; hence 13 and 7)

Learning Objective
 Adding by counting on using number tracks
 Fill in the number sentences based on a word problem

Let’s Try
1. Refer to Q1. Guide students to identify and highlight the keywords by analysing the
question, line by line.
Ask: How many cupcakes does Su have? Did Su bake more cupcakes? How many more
did she bake? Will she have more cupcakes in the end?
2. When pupils are able to identify the parts and whole, they should be able to tell that the
question is looking for the whole (sum). Pupils are required to add the two numbers.
3. Pupils can use the number track. They decide what number they can circle on the track
as the first number. Then draw arrows to represent the ‘jumps’ forward.
4. Guide pupils to fill in the numbers in the squares provided for the number sentence.
Both 4 + 7 or 7 + 4 are correct.
5. Pupils can also use cubes or draw cube diagrams to count or to check their answers.
6. Follow the same process for Q2 after identifying that sum means addition.
7. Once pupils are competent in using the number track, number bonds and countin on or
back, assign Workbook Worksheet 3.3 to them as homework.

Vocabulary
Words that mean addition:
 Sum
 Add
 Now
 All together
 Plus
 Count on
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 46
Lesson 3.4
Subtracting numbers

Learning Objective
 Subtracting numbers by taking away
 Form subtraction sentences
 Subtract using number bonds

Recommended Teaching Time

1 Period

Lesson Development
1. Guide pupils to subtract numbers by taking away. Draw 10 circles on the board.

Ask: How many circles do i have on the board?

Invite 1 volunteer to come up to the board and erase a few circles.

Ask: How many circles did you take away?

Show the class that after taking away a number of circles, there will be what is left on
the board.

2. Emphasise to pupils that the class started out with 10 circles which is the whole, and a
part was taken away and another part left.

3. Refer pupills to look at Eample 6. Read line 1.

Ask: Look at the apples. How many are there? (8) Is that drawn correctly as what the
story says? (Yes)

4. Read line 2.
Ask: How many did Chan take away? (3) How many apples should we cross out? (3)

5. Read line 3. Teach pupils to identiy the kew question word: “How many” and “have left”.
Ask: Can you tell how many apples are left? Can you write it as a maths sentence? Do we
use + or –?

6. Guide pupils to write the numbers in a subtraction sentence as shown in Example 6 on

p. 46 of the Textbook.

7. Refer pupils to Example 7 to show pupils another way to subtract: by counting back on a
number track.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Say: Mint has 12 hair clips, so we start from 12. Circle 12 to show the starting point. By
giving away 3 hair clips, we have to take away 3 from 12.

Get pupils to use the earlier learnt method to solve the problem. Pupils need to draw 12
paper clips and cross out 3. Get pupils to imagine if there are 120 paper clips instead.
Would they be able to draw that many paper clips?

Say: It may be easier for us to count back from 12. Can you use the numnber track to
help you?

8. Similar to addition, get pupils to circle the number to start from. The number is 12 in this
case. Get pupils to draw arrows when counting back to make sure they count the correct
number of steps backward.
Ask: Move 3 steps back from 12. What number did you get? (9) Can you use your fingers
to show 12 minus 3? Can you use any other way to show 12 minus 3?

9. Give pupils more subtraction examples to practise counting back using their own
number track.

Vocabulary
Words that mean subtraction:
 Take away
 Subtract
 Minus
 Difference
 Count back
 Fewer
 Less than
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 47

Lesson Development
1. Go through Example 8 on p. 47.

Ask: Since Ning has 20 flowers at the beginning, is that number a part of the flowers or
all the flowers that she has? (All)
Say: So 20 is the whole.

Say: When Ning gives away 4 flowers, she is giving away a part of the flowers. We need
to find what is left. The number of flowers left is also a part of the flowers.

2. Recall number bonds in this subtraction to find the unknown part.

Ask: 4 and what makes 20? Can you remember your number bonds to 20?
Get pupils to list the number bonds or to draw a number bond diagram.

3. In Example 9, the cubes are arranged in a manner that is clear for pupils to see the part
that is given away. This cube diagram forms the foundation of bar modelling or bar
diagram in higher grades. Point to the labels in the diagram to show pupils the ‘given
away’ part and the ‘unknown’ part. Pupils can fall back on counting.

4. Explain to pupils that there are many ways to subtract. Pupils can use the method that
best suits the problem, numbers or themselves. However it is still important to learn
different methods to be able to check their answer effectively. Pupils should be familiar
with the number bonds to 20 to build a strong foundation in addition and subtraction.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 48

Let’s Do It!
Objective: Discover that subtraction is not commutative, unlike addition.

Materials
 10 cubes (or other similar objects)

1. Get pupils to form a train with nine cubes then take away six cubes. On a piece of paper,
ask pupils to write down the subtraction sentence that represents this.

2. Next, get pupils to form another train with six cubes and now try to take away nine
cubes.

Ask: Is it possible to take away 9 from 6?

3. Instruct pupils to try subtracting other pairs of numbers and talk about their
observation.

4. To conclude, get pupils to to see that when we change the order of the numbers in a
subtraction sentene, the result is different. So it is important that we write the numbers
in the correct order to be subtracted, or to be taken away. For now, we only learn to
take away smaller number from a bigger number.

Let’s Try
1. Pupils can try out Question 1 as class work using the subtraction methods learnt.

2. For pupils who are proficient in subtraction, Question 1 can be done as a timed trial to work
on speed.

Teaching Strategies
Recall with pupils the four general subtraction situations.

1. Take away: items are taken away from a list, such as the example on p. 46.
2. Comparison: finding the difference between two groups, shown in Question 3.
3. Whole-part-part: a whole is divided into two parts. For example, there are 10 pupils
altogether. If 3 are girls, how many are boys?
4. Completion: number of items required to reach a whole. For example, i need 10 stickers to
complete a page. If i have 6 stickers now, how many more stickers do i need?
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 49

Let’s Try
1. Assign pupils the questions on p. 49 to assess their understanding of different types of
subtraction problems.
2. Teacher might want to go through some difficult words in the questions before letting pupils
try to work out independently. Recall with pupils some keywords like ‘fewer’, ‘difference’,
‘broke’ found in the word problems.
3. Once pupils are competent in using different subtraction methods for different situations,
assign Workbook Worksheet 3.4 to them as homework.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 50
Lesson 3.5
Number sentences

Learning Objective
 Write 4 number sentences from any number bond
 Use symbols to represent numbers

Recommended Teaching Time

2 Periods

Materials
 Number counters (Appendix)
 Number bond mat (Appendix)

Lesson Development

1. Refer to Example 10. Give each pupil a set of round number cards and a number bond
mat. Get pupils to pick three numbers to form a valid number bond on the number mat
using the number story.

2. Get pupils to remove one of the numbers from the number bond mat.
For example, removing 5 will be removing the ‘whole’.
Guide pupils to form a number sentence based on this.

Ask: What is left on your number bond mat? What should we do to fill in the unknown
number? (e.g. 3 and 2 are left. We should add 3 and 2 to get 5)

Ask: Is there only one way to write this addition sentence?

Guide pupils to write the addition sentence in another order (i.e. 2 + 3 = 5)

3. Next, get pupils to remove another number that is a ‘part’. (For example, 3)
Ask: What numbers do you have left on the mat? How can we find the unknown? Should
we add or subtract?
Guide pupils to form the subtraction sentence. (For example, 5 – 2 = 3)

Ask: Can we form any other subtraction sentence from these numbers? (No)
If pupils say yes, remind pupils about the Take Away Let’s Do It activity where the result
is different when we change the order of the numbers in the subtraction sentence.

4. Next, get pupils to remove the other number which is also a ‘part’.
Ask: What numbers do you have left on the mat? How can we find the unknown? Should
we add or subtract?
Guide pupils to form the subtraction sentence. (For example, 5 – 3 = 2)

5. Get pupils to see that the four sentences they wrote display the Part-Part Whole format:
Part + Part = Whole
Whole – Part = Part
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 51

Differentiated strategies
For advance learners:

Introducing fact families

A fact family is a group of math facts using the same numbers.  In the case of
addition/subtraction, you have three numbers and can write four facts. 

For example, you can form a fact family using the three numbers 10, 2, and 12:
10 + 2 = 12
2 + 10 = 12
12 − 10 = 2
12 − 2 = 10

Let’s Try
1. Guide pupils to write the fact family for Q1.

2. Pupils introduced to symbols in Q2. It may be too abstract for some pupils to
understand that a symbol represents a number.
Say: A number is hiding behind the diamond.
Ask: Can you find the number? How can we find the number?

3. Pupils at a younger age love animated stories and interesting scenarios. Teachers can
liven up the class by telling a story about the numbers who are very shy and loves to
hide behind symbols. Pupils need to help these numbers to overcome their shyness by
solving the puzzle and finding out their true identities.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 52
STEM Activity
Overview: Making an addition machine.

The factory system was a new way of making products that began during the Industrial
Revolution. There are many products that we use today that made in a factory using a
machinery. Also, many items that we see in the supermarket have to go through a packing
process before delivery to the consumers. Foods like meat, dairy products, fruits, and
vegetables often undergo a similar long-distance journey from the farm to our tables. Some
foods must be specially packaged, transported in special refrigerated trucks, and/or taken
over long distances by train, plane, or ship. Overall, machines and technology are involved in
almost every step of the process and make it faster and easier for food producers to provide
food for greater numbers of people.

Lesson Development
Review with pupils the number bonds of ten. Share with pupils about how machines work
using this online resource. https://tinybop.com/apps/simple-machines

1. Plan
Get pupils to read the scenario in p. 52 of the Textbook. Ask pupils to determine the
problem they are asked to solve (to make an addition machine to combine counters to get a
box of 10) through answering the following questions.
 What is a problem in this situation?
 What are our missions?
 What do you need to know to get started?
 What should be have in the machine to help the numbers go into one box?
 What are some containers or boxes we can use to help collect the counters?
 What number counters should we put into the machine on both sides in order to get a
total of 10 in the bottom box?

2. Design
Give pupils a list of materials they can work with and get pupils to choose the right materials
suitable for each component of their machine (e.g. cylinder-shaped items like toilet paper
rolls, rolled up paper, tubes etc) Pupils can draw several designs on paper first and label the
materials used.
Teacher can create 2 sample machines, one with suitable materials and another with
unsuitable materials that may not work to show pupils how to turn a design into reality.

3. Test
Get pupils to drop the number counters they have made to test their machines. Does the
machine work? Does the machine give the correct answer? Pupils need to work out the the
number bond check if the machine gives the same answer. they are able to get 10 counters
after putting the counters into the machine. Pupils have to document which machine works
and which machine doesn’t.
INSIDE OUT MATHS TEACHER’S GUIDE 1

4. Improve
After they finish trying the machine, get pupils to go back and check on the machine they
have designed. Teacher may use these following questions:
 Can your machine work?
 How will you modify your machine to make it better?
 Can you machine add other numebrs?

Conclusion:
1. Get the pupils to list out the materials that will be able to be used to create the machine.
2. Teacher wrap up class by using these inquiry questions:
 What materials did you use for your machine?
 Can we use other shapes other than a cylinders in the machine?
 How did the counters move through the machine?

Teachers can get pupils to scan the QR code to watch a video to find out how eggs are
packed to give pupils an idea of how an ‘addition’ machine works in real life:
https://www.youtube.com/watch?v=YfznFVTWO3Y

Assessment: Download and use the STEM rubric score form from the online portal.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 53

Let’s Review
1. Go through the points with the pupils and review the concepts.
2. Get pupils to take turns (use Think-Pair-Share stratgey) to explain what they remember
about the words in bold.

Number bond Number bonds help us break numbers up

into smaller parts. Number bonds help us
recall addition facts for a number. The
‘whole’ is written in the first circle, while the
‘parts’ are in the adjoining circles.
Sum To find the total by adding
Addition sentence An addition sentence comes in the form of
Part + Part = Whole
In any order The cumulative property of addition allows
us to add in any order.
Difference When comparing two numbers, the
difference tells us how many more or how
many fewer. It can be done by subtracting.
Taking away Taking away means to subtract and can be
seen visually by crossing out those that are
taken away.
Counting back Using a number track, we move backwards
using arrows to count back.
Number sentences Also known as fact families. We need to
write out 2 addition and 2 subtraction
sentences looking at a number bond.
Symbols Symbols stand for a number

Teaching Strategy
Additional Materials
Making 10 Song
Songs are a great way to get pupils to remember certain math concepts. Get pupils to sing
together to remember the number bonds of 10. Sing to the tune of “Are you sleeping?”.

10 and 0
9 and 1
8 and 2 (repeat: 8 and 2)
7 and 3
6 and 4
5 and 5 (repeat: 5 and 5)
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 54

Let’s Practise
The questions on p. 54 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Make
number
bonds for
numbers up
to 20
1, 2, 3, 4 38 - 45
Add by
counting on
Add by
making 10

The questions on pp. 36 - 43 of the Workbook correspond to the concepts and skills
covered in this Let’s Practise. They can be assigned as homework.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 55

Let’s Practise
The questions on p. 55 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Subtract by
counting back

Add and
subtract using
5, 6, 7 number bonds 46 - 51

Forming
number
sentences

The questions on pp. 45 - 51 of the Workbook correspond to the concepts and skills
covered in this Let’s Practise. They can be assigned as homework.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 3 Page 56

Challenging
Challenging questions test the foundational skills of addition and subtraction. Questions are
phrased differently and pupils are required to analyse the key words to answer the
questions.

1. Question 8 – Pupils have to analyse the word ‘difference’.

Teachers can share that difference in mathematical terms means how much more or
how much fewer. Get pupils to use objects to compare. If 1 pupil has 8 pencils and the
other pupil has 1 pencil,

Ask: How many more does the first pupil have than the second pupil? How many fewer
does the second pupil have than the first pupil?

In both scenarios, we need to subtract to find the answer.

2. In Question 9, pupils may be confused if they do not understand the term ‘altogether’,
which is the total and can be shown as a whole. Using a number bond, pupils can fill in
the parts and whole and identify to subtract to find the missing part.

3. Pupils should be able to try Question 10 independently to test their understanding of

more than and finding the difference by understanding the term ‘how many more’.

4. Remind pupils about fact families for Question 11.

5. Question 12 requires pupils to think critically as both parts in a number bond are
unknown.
Pupils can solve the question using two methods:

Method 1 - Guide pupils to use Guess and Check first which allows pupils to try out all
the possible number bonds to make 10. Then check the answer to ensure the number
sentence is valid for the number bond.

Method 2 - This method requires a higher level critical thinking skill to identify that the
sum and difference of both symbols are given.
Pupils need to realise that the pentagon shape is a smaller number than the heart shape.
(Because bigger number minus smaller number gives 2.)

If we subtract the difference (i.e. 2) from the sum (i.e. 10), We get the answer to 2
pentagons. So 2 pentagons = 10 – 2 = 8.

Then pupils can guess that 4 + 4 gives 8; or double 4 = 8. So, 1 pentagon = 4.

Then to solve for the heart shape, we need to add 2 to the value of pentagon because
heart shape is a bigger number. So, 2 + 4 = 6.

Pentagon  4; Heart  6
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Number counters

1
1sglkafjs;fijasijf
2
1sglkafjs;fijasijf
3
1sglkafjs;fijasijf

4
1sglkafjs;fijasijf
5
1sglkafjs;fijasijf
6
1sglkafjs;fijasijf

7
1sglkafjs;fijasijf
8
1sglkafjs;fijasijf
9
1sglkafjs;fijasijf

0
1sglkafjs;fijasijf
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables