Addition and Subtraction
Year 2 Achievement Standard: Solve simple addition and subtraction problems using a range of efficient mental and written strategies
Role Play
Firing up the Brain:
Preparing the Brain:
Engaging the Brain:
In maths there are a number of symbols we can use. Two of these is the subtraction sign and the addition sign.
These are show here... You will need to rally-robin to list all the words you can think of that you associate with 'addition." Create a class wordbank. Now really rally-robin to list all the words you can think of that you associate with "subtraction." |
Ok... now get your thinking 'caps' on!
You are going to create a story for your partner to follow and show you the running total with their hands. Level 1: 2 addition words... Level 2: 2 addition words, 1 subtraction word... Level 3: 2 addition words and 2 subtraction words in any order... Level 4: ???? E.g. The farmer bought 5 sheep. He then added these to the paddock with the 3 other sheep. The sheerer takes away 4 sheep for a 'haircut'. The vet comes to make the group 1 less as that sheep is going for a check up. How many sheep in the paddock are remaining? |
Stretching the Brain:
Using hands on manipulatives, technology or your maths book, create your own addition and subtraction story. This needs to be acted out as not explain your thinking.
Strengthening the Brain:
More Hands, Make 10
& Counting on
Firing up the Brain:
Preparing the Brain:
Engaging the Brain:
With students working in pairs, ask one student to hold up some fingers on each hand. The partner states which hand is bigger, then add on how many are on the other hand.
Extension - can you tell how many there are just visually, without counting each one?
Extension - can you tell how many there are just visually, without counting each one?
3 + 5 = ?
Which number do I start with to show 'counting on' ?
Stretching the Brain:
You are now going to create your own 'counting on' counter using your hand prints. You are also going to use counting on to see how many more you need to make 10. These facts you need to know automatically and we sometimes call these 'rainbow facts'.
Strengthening the Brain:
Counting Chickens!
Firing up the Brain:
Preparing the Brain:
Engaging the Brain:
This is Bruce....
Bruce is a chicken, a very trendy chicken! Bruce was walking through
the paddock to join his friends...
the paddock to join his friends...
Sam, Sarah and uhhhh other Sam? Sometimes he can't tell them apart!
What would be the number sentence you could write to explain
mathematically what has happened? Solve this with your partner
What would be the number sentence you could write to explain
mathematically what has happened? Solve this with your partner
1+ 3 = 4
Bruce and his friends were joined by a few more friends, Fred, Jed and Ted!
What would be the number sentence you could write to explain
mathematically what has happened? Solve this with your partner
mathematically what has happened? Solve this with your partner
4 + 3 = 7
Reasoning: Is the answer 1+3+3=7 correct? Which one is more correct?
Which one is easier for the mathematician to work out?
This is Dave, he is one bossy rooster!
Which one is easier for the mathematician to work out?
This is Dave, he is one bossy rooster!
"Hey you fluffy furballs, get your wings back to the coop now!
The farmer is waiting for you!" yelled out Dave.
The three fluffy chickens went back to the coop.
The farmer is waiting for you!" yelled out Dave.
The three fluffy chickens went back to the coop.
What would be the number sentence you could write to explain
mathematically what has happened? Solve this with your partner
mathematically what has happened? Solve this with your partner
Stretching the Brain:
Write your own "counting chickens" story that includes a variety of addition ( + ) and subtraction ( - ) words. You will also need to show the number sentence for each sentence. e.g. 3 + 2 = 5.
chickens__2_.docx | |
File Size: | 304 kb |
File Type: | docx |
Strengthening the Brain:
Compensating to Ten
Firing up the brain:
Preparing the Brain:
WALT: Solving and compensating numbers to 10.
WILF: We look for solutions and follow instructions (Possibilities)
WILF: We look for solutions and follow instructions (Possibilities)
Engaging the Brain:
We are now going to work together to solve some addition equations. To do this we are going to make 10 to add.
Stretching the Brain:
Solve some number problems in your mathematics book. Make sure you use two colours to show that you're making ten!
Strengthening the Brain:
Same amount!
Firing the Brain
Lets play this game together as a class.
Remember to work as a team and every one takes a turn! |
Preparing the Brain
WALT: Understand that the same amount can be split up into two groups in different ways without changing the quantity.
WILF: We take turns, work as a team and listen to instructions carefully (Humanity).
WILF: We take turns, work as a team and listen to instructions carefully (Humanity).
Engaging the Brain
Hello everyone!
My name is Franky the apple!
I heard from my dear friend Miss S that you're learning about Same amounts.
Well you're all very lucky to have the great me to help you all!
My name is Franky the apple!
I heard from my dear friend Miss S that you're learning about Same amounts.
Well you're all very lucky to have the great me to help you all!
I want you all to meet the tomato famiy Hap, Tap, Kam, Sam, Mam, Pam and Fam.
Can you tell me how many tomatoes are in the tomato family?
7
Now I want you to meet my other friends.
Can you tell me how many are here today?
Now I want you to think very carefully, do I have the same amount of friends here today like to tomato family?
Well done! Yes I do, just because they are two different groups doesn't mean they aren't the same amount.
Now try this!
Now try this!
How many fruits are here?
Well done!Who said 8? 5+3=8
Now are these the same amount as the ones I showed you above?
6+2=8
Yes they are, well done!
Stretching the Brain
When you go back to your tables you will find a number. Work as a team to find as many number sentences as you can!
Make sure everyone has a go, write the first letter of your name next to your number sentence.
Make sure everyone has a go, write the first letter of your name next to your number sentence.
Strengthening the Brain
With your shoulder partner create examples of finding same amounts.
Bridging to 10
Firing the brain
Listen carefully and complete the game!
Preparing the Brain
WALT:
WILF:
WILF:
Engaging the Brain
We are going to practice using our ten frames to make ten. On the worksheet given to you by your teacher complete the 12 question to make 10.
Good luck! Make sure to use 2 colours when colouring the ten frames.
If you finish early prepare 4 number sentences that equal to a number between 10 and 15.
Good luck! Make sure to use 2 colours when colouring the ten frames.
If you finish early prepare 4 number sentences that equal to a number between 10 and 15.
Stretching the Brain
Now using one of the number sentences you just created, we are going to make number chains.
Use these steps as a guide
1. Make 10
2. See how many you have left after you have and add
3. Create your chain, in one colour you should all have 10 and with a different colour the remaining numbers.
4. Write your number sentence!
Use these steps as a guide
1. Make 10
2. See how many you have left after you have and add
3. Create your chain, in one colour you should all have 10 and with a different colour the remaining numbers.
4. Write your number sentence!
Strengthening the Brain
As a class lets play Bingo to ten and I have...
Word Problems
Firing the Brain
Preparing the Brain
WALT:
WILF:
WILF:
Engaging the Brain
When solving a Maths problem use these steps to help.
Use these step to solve this word problem with your partner, make sure to show your working out in different colours!
'Paul had 5 fish in his tank. He went to the pet shop and bought 3 more fish. How many fish did he have altogether?'
How did you work it out?
What was the key word in the sentence that helped find your answer.
That was an easy one lets try something a little harder.
'There were 24 biscuits in a packet. Jack put 7 biscuits on a plate. How many biscuits were left in the packet?'
How did you work it out?
What was the key word in the sentence that helped find your answer.
'There were 24 biscuits in a packet. Jack put 7 biscuits on a plate. How many biscuits were left in the packet?'
How did you work it out?
What was the key word in the sentence that helped find your answer.
Stretching the Brain
Dear year twos,
We would like to officially welcome you as Junior detectives!
The Problem Detective Agency (TPDA) needs your help!
Our staff have all come down with a nasty flu and we need you to take their place.
We have entrusted your teacher with your TOP SECRET mission envelopes, inside there are 5 word problems.
Using the same method you just learned help us solve those word problem.
Thank you very much.
We would like to officially welcome you as Junior detectives!
The Problem Detective Agency (TPDA) needs your help!
Our staff have all come down with a nasty flu and we need you to take their place.
We have entrusted your teacher with your TOP SECRET mission envelopes, inside there are 5 word problems.
Using the same method you just learned help us solve those word problem.
Thank you very much.
Strengthening the Brain
As a class play If I have...
Double the Trouble
Firing the Brain
Preparing the Brain
WALT: Understand that what is a double.
WILF: We look for solutions and work as a team. (Humanity)
WILF: We look for solutions and work as a team. (Humanity)
Engaging the Brain
With your shoulder partner discuss whether the following objects have doubles and why?
With your shoulder partner, work together to find 4 doubles.
Draw a simple illustration to go with your double number sentence such as stick people, stars or dots.
Make sure to include your number sentence!
Draw a simple illustration to go with your double number sentence such as stick people, stars or dots.
Make sure to include your number sentence!
Stretching the Brain
On your table you will find a worksheet, on your own complete the questions and glue it to your book.
Make sure to listen VERY carefully to your teacher on how to complete this worksheet.
Make sure to listen VERY carefully to your teacher on how to complete this worksheet.
Lets make a Ladybug!
Using your new skills choose a Double number sentence and create a ladybug.
Using your new skills choose a Double number sentence and create a ladybug.
Strengthening the Brain
Half Doubles
Firing up the Brain:
Preparing the Brain:
WALT: Use our knowledge to solve half double questions:
WILF: We have a go.
WILF: We have a go.
Engaging the Brain:
Stretching the Brain:
Can you solve these?
halves_and_doubles.docx | |
File Size: | 134 kb |
File Type: | docx |
Near Doubles
Firing up the Brain:
Preparing the Brain:
WALT: Use our knowledge of doubles to add "near doubles"
WILF: Strive to improve
WILF: Strive to improve
Engaging the Brain:
Stretching the Brain:
Written Addition & Subtraction
Firing up the Brain:
Preparing the Brain:
WALT: Use written strategies to solve addition and subtraction problems.
WILF: Have a go and learn from mistakes
WILF: Have a go and learn from mistakes
Engaging the Brain:
Ones, tens, hundreds, thousands,
ones, tens, hundreds, thousands,
ones, tens, hundreds, thousands,
the order we must go !
(chanting tune!)
ones, tens, hundreds, thousands,
ones, tens, hundreds, thousands,
the order we must go !
(chanting tune!)
Try these with a partner:
12 + 22 = 31 + 17 = 43 + 56 =
12 + 22 = 31 + 17 = 43 + 56 =
Try these with a partner:
93 - 42 = 64 - 12 = 89 - 72 =
93 - 42 = 64 - 12 = 89 - 72 =
Stretching the Brain:
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