Addition and Subtraction: 4.

Match the calculations to the

End-of-Strand Assessment correct answers.

Name: Date:  20 – 4 = 13

1. Complete these calculations.

3 + 11 = 16
3 + 17 = 10 – 4 =
8+9= 17
=6+6 = 20 – 1 2 marks

4 + 11 = 14
2. Write the missing symbol to complete each
calculation correctly. 13 – 0 = 15 2 marks

+ – =
20 5 = 15 10 2+8
2 marks 5. There are 20 apples on a tree. The farmer
picks 8. How many apples are left
3. Write an addition and a subtraction on the tree?
calculation to match these ten-frames.
+ =

– = 2 marks
apples 1 mark

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6. Faye buys three items at the shop that cost 8. Solve these calculations.
40c altogether.
+2=8 11 = 12 – 1 mark
Circle the objects she bought.

1 mark 9. a) Calculate the value of the missing part

5c

c
c

c
for the model.
c

15
15

15
10

9
6 1 mark
7. There are 12 squares of chocolate in a
chocolate bar.
Kai ate some and now there are only 3
b) Write four calculations that match this
squares left.
bar model.
How many squares of chocolate did Kai
eat? + =

+ =
1 mark

– =

– = 2 marks

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10. Look at the scoreboard. 12. Use the number line to solve this
calculation.
a) Complete the table and calculate the
total number of points for each player. 13 – 7 =
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Round 1 Round 2 Total
Player 1 mark
Points Points Points

Samira 11 3 13. a) Fred and Zia have rolled two dice each.
What total did they each roll?
Jacob 14 0 1 mark
Fred’s Dice

b) Who is the winner?


Zia’s Dice 1 mark

because
1 mark

b) Zia rolled more than Fred. 1 mark

11. Solve the part-whole model.

14. Compare the bead strings and calculate the
difference. 1 mark

Total
21 marks

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Year 1 Addition and Subtraction
End-of-Strand Assessment Mark Scheme

Answer Assessment Focus Possible Misconceptions and Interventions

1 2 marks 20, 6, 12, 19 Read, interpret Children may misinterpret the maths symbol and complete an addition calculation rather than a
and solve subtraction calculation.
1 mark for two mathematical
statements https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-using-the-and-
correct answers symbols-t-m-31885
involving addition
(+), subtraction
2 marks for Children may try to count on from the first number in an addition calculation rather than reordering it
(–) and
three or more to count on from the largest number.
equals (=) signs
correct answers https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-counting-on-from-
the-larger-number-t-m-31954

2 2 marks Identify and Children may misinterpret the maths symbols and may select the wrong one to use to solve a problem.
8 select the
1 mark per mathematical https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-using-the-and-
sign needed symbols-t-m-31885
correct answer
to solve
a statement

3 2 marks Accept any of the following answers: Represent Children may not understand the inverse relationship of addition and subtraction.
and use
1 mark per correct 11 + 9 = 20 number bonds
Children may be unable to identify all the facts in a fact family because they haven’t understood the
calculation relationship between addition and subtraction.
9 + 11 = 20 and related
subtraction https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-number-fact-
20 - 9 = 11 facts within 20 families-t-m-31984
20 - 11= 9 Children may struggle to identify and derive number facts that make 20 because they may not make
connections with number bonds that make 10.

https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-comparing-number-
bonds-of-10-and-20-t-m-31917

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 Answer Assessment Focus Possible Misconceptions and Interventions

4 2 marks Add and subtract Children may struggle to bridge through ten when adding and subtracting because they may not make
one-digit the connection of using number bonds to support this process.
1 mark for and two-digit
numbers to 20, https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-bridging-through-ten-
up to three to-add-t-m-32048
including zero
correct answers.
Children may not understand that zero doesn’t have a value and may find it difficult to solve addition
2 marks for and subtraction calculations involving zero.
four or more Children may not know how to use doubles and near doubles to solve a calculation.
correct answers
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-finding-near-
doubles-t-m-32058

5 1 mark 12 apples Solve one-step Children may not recognise how the language used in a problem links to a specific operation.
problems that
involve
subtraction

6 1 mark Solve one-step Children may not recognise how the language used in a problem links to a specific operation.
problems that
involve addition
5c

c
c

c
c

15
15

15
10

5c

c
c

c
c

15
15

15
10

7 1 mark 9 Solve one-step Children may not recognise how the language used in a problem links to a specific operation.
missing number
Children may not understand the inverse relationship of addition and subtraction.
word problems

8 1 mark Solve missing Children may struggle to interpret a missing number in a calculation and may not understand how to
number identify what is missing.
calculations
Children may not have a secure understanding about the relationship between parts and wholes and
may struggle to solve missing number calculations.

https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-parts-and-
wholes-t-m-31881

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 Answer Assessment Focus Possible Misconceptions and Interventions

9 3 marks a) Solve missing Children may not have a secure understanding about the relationship between parts and wholes and
number may struggle to solve missing number calculations.
1 mark for correctly problems
using pictorial https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-parts-and-
completing wholes-t-m-31881
b) 6 + 3 = 9 3+6=9 representations
the bar model
Children may not be able to identify all of the facts in a fact family when only knowing one fact.
1 mark for up to two 9-3=6 9-6=3
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-number-fact-
correct calculations families-t-m-31984

2 marks for three

or more correct
calculations

10 1 mark a) Add one digit Children may not understand that zero does not have a value and may find it difficult to solve addition
numbers to two and subtraction calculations involving zero.
digit numbers
including zero

Solve addition
problems
1 mark b) This winners are Samira and using reasoning
Jacob because they both scored
the same total of 14.
11 1 mark Solve problems Children may not understand that addition is about finding the value of the whole by combining two
that involve parts (quantities) and that subtraction is about finding the value of a part by subtracting the known
adding quantities part from the value of the whole.

11 https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-parts-and-
wholes-t-m-31881

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 Answer Assessment Focus Possible Misconceptions and Interventions

12 1 mark Solve Children may count back incorrectly when subtracting on a number line because they have counted
problems by the numbers rather than the jumps.
counting
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-counting-back-to-
backwards
subtract-t-m-31936

13 1 mark a) Understand Children may have to count all the objects rather than counting on from the value of one set of objects.
the language
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-counting-on-to-
associated with
add-t-m-31900
addition and
subtraction Children may struggle to use the language of comparison and identify by how many one set of objects
many be more or less than another.

https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-comparing-
quantities-using-numbers-t-m-31983
1 mark b)
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-comparing-
numbers-t-m-31860

14 1 mark 5 Compare a set Children may struggle with finding the difference and not relate it to subtraction or understand that it
of objects to find involves comparing two numbers to find the value of the gap between them on a numberline
the difference
https://www.twinkl.com.au/resource/year-1-maths-same-day-intervention-plan-begin-to-use-the-
term-difference-to-compare-numbers-t-m-31975

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