Addition

&
Subtraction

1
Fluency & Reasoning Teaching Slides
 Part-whole
Model
1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Lesson 1 Part – whole Model
A number can be partitioned into two or more parts.
This is the whole number.

4 2

These are the parts. These are the parts.

The number 6 can be made from 4 and 2.

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 Lesson 1 Part – whole Model
Part whole models can look different.
Look at the number 5.

This is still the whole number.

It has just been turned.
4
These are the
5 parts.

These are the parts.

The number 5 can be made from 4 and 1.

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 Activity 1 Part – whole Model
Complete the part-whole models
by drawing counters and then writing the numerals.

What does whole mean?

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 Activity 1 Part – whole Model
Complete the part-whole models
by drawing counters and then writing the numerals.

9
5

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 Activity 1 Part – whole Model
Complete the part-whole models
by drawing counters and then writing the numerals.

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 Activity 1 Part – whole Model
Complete the part-whole models
by drawing counters and then writing the numerals.

5
1

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 Activity 2 Part – whole Model
Here are eight pieces of fruit.

Complete the sentences.

___________ is the whole.

___________ is a part,
__________ is a part and
____________ is a part.

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 Activity 2 Part – whole Model
Here are eight pieces of fruit.

Complete the sentences.

8
___________ is the whole.
4
___________ is a part,
2
__________ is a part and
2
____________ is a part.

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 Activity 2 Part – whole Model
Here are seven pieces of fruit.

Put the fruit into a part-whole model.

Complete the sentences.
___________ is the whole.
___________ is a part,
____________ is a part and
____________ is a part.
What does part mean?

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 Activity 2 Part – whole Model
Here are seven pieces of fruit.

Put the fruit into a part-whole model.

Complete the sentences.
7
___________ is the whole.
2
___________ is a part,
2
____________ is a part and
3
____________ is a part.
What does part mean?

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 Activity 3 Part – whole Model
Draw the part-whole model that represents the stem sentences.

A part is 4
A part is 3
The whole is 7

How can we represent the whole/parts?

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 Activity 3 Part – whole Model
Draw the part-whole model that represents the stem sentences.

A part is 4
A part is 3
The whole is 7

3 4
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 Activity 3 Part – whole Model
Draw the part-whole model that represents the stem sentences.

A part is 9
A part is 2
The whole is 11

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 Activity 3 Part – whole Model
Draw the part-whole model that represents the stem sentences.

A part is 9
A part is 2
The whole is 11

11

9 2

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 Reasoning - 1 Part – whole Model
There are 6 animals.

How many different ways can you sort the animals?

Complete a part-whole model for each way.
Can you partition the animals into more than 2 groups?

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 Reasoning - 1 Part – whole Model
There are 6 animals.

Various answers:
E.g. Brown and not brown, 4 legs and 2 legs.
Multiple groups could be the type of animal.
Part-whole models should accurately
represent children’s sorting.
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 Reasoning - 2 Part – whole Model
5 is the whole.

How many different part-whole models can you draw to show this?
Use different numbers for the parts each time.

Are any the same? Why?

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 Reasoning - 2 Part – whole Model
5 is the whole.

How many different part-whole models can you draw to show this?
Use different numbers for the parts each time.

5 and 0, 0 and 5, 1 and 4, 4 and 1, 3 and 2.

Children should recognize 5 and 0

and 0 and 5 being the same.

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 Reasoning - 3 Part – whole Model

Work in groups of up to 6 children.

Can you split yourselves into different groups?

Think of different ways to group yourselves:

hair color, eye color, gender, shoe size etc.

Complete a part-whole model for each way.

Can you partition into more than 2 groups?

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 Reasoning - 3 Part – whole Model

Work in groups of up to 6 children.

Children may split themselves into groups

in many different ways.

E.g. hair color, month of birth, shoe size, gender etc.

Part-whole models should accurately represent

children’s sorting.

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 Discussion Part – whole Model
What does whole mean?

What does part mean?

How can we represent the whole/parts?

Are the parts smaller or larger the more

you partition them? Why?

Can zero be a part?

Can the parts be swapped around?

Can the whole be swapped with a part?

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 The Addition
Symbol
1
Fluency & Reasoning Teaching Slides
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 Lesson 1 The Addition Symbol
4 blue cubes plus 2 green cubes is equal to 6 cubes.

As a number sentence this is:

4+2=6

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 Activity 1 The Addition Symbol
Show that 3 red cubes add 2 yellow cubes is equal to 5 cubes.

What does the 3 represent?

What does the 2 represent?

As a number sentence this is: What does the 5 represent?

+ =
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 Activity 1 The Addition Symbol
Show that 3 red cubes add 2 yellow cubes is equal to 5 cubes.

What does the 3 represent?

What does the 2 represent?

As a number sentence this is: What does the 5 represent?

3 + 2 = 5

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 Activity 2 The Addition Symbol
Here are some counters.

Group the counters by color.

Fill in the gaps in the sentence and say it out loud.

______ red counters plus ______ yellow counters
is equal to ______ counters.

Complete the part-whole model and the number sentence.

+ =

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 Activity 2 The Addition Symbol
Here are some counters.

Group the counters by color

.
Fill in the gaps in the sentence and say it out loud.
6 red counters plus ______
______ 3 yellow counters
9 counters.
is equal to ______

Complete the part-whole model and the number sentence.

= 3
6 + 3 9
9

6
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 Activity 3 The Addition Symbol
Here are some counters.

Group the counters by color.

Fill in the gaps in the sentence and say it out loud.

______ green counters plus ______ blue counters is equal to ______ counters.

Complete the part-whole model and the number sentence.

+ =

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 Activity 3 The Addition Symbol
Here are some counters.

Group the counters by color.

Fill in the gaps in the sentence and say it out loud.

6 green counters plus ______
______ 4 blue counters is equal to ______10 counters.

Complete the part-whole model and the number sentence.

6
6 + 4 = 10 10
4
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 Activity 4 The Addition Symbol
Use cubes to solve the following calculations.

6
5+3 =

4 8+1 =

What is the total?

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 Activity 4 The Addition Symbol
Use cubes to solve the following calculations.

6
5+3 = 8
10

4 8+1 = 9

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 Activity 5 The Addition Symbol
Use cubes to solve the following calculations.

5
6+2 =

3
7+1 =

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 Activity 5 The Addition Symbol
Use cubes to solve the following calculations.

5
6+2 = 8
8
3
7+1 = 8

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 Reasoning - 1 The Addition Symbol

_______ + _______ = 7

Which of the images could help to complete the number sentence?

Explain why.

Can you think of a number sentence for each of the two images?
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 Reasoning - 1 The Addition Symbol

3
_______ 4 =7
+ _______

The bead string could represent 4 + 3 = 7 or 3 + 4 = 7

The counters could represent 4 + 1 = 5 or 1 + 4 = 5

The marbles could represent 1 + 4 = 5 or 4 + 1 = 5
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 Reasoning - 2 The Addition Symbol
Using numbers 1 – 10, how many ways can you fill in the
boxes to make the calculation correct?
You can use each number once.

+ =

How many different calculations are there?

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 Reasoning - 2 The Addition Symbol
Using numbers 1 – 10, how many ways can you fill in the
boxes to make the calculation correct?
You can use each number once.

+ =
Examples may include 5 + 1 = 6, 3 + 4 = 7. There are 32 in total.

Children should recognize that the parts can be swapped to create a

difference number sentence. There should be a discussion as to why
we haven’t/can’t include 0 in our calculations.

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 Discussion The Addition Symbol
How many were there at the start?

Then how many more were added?

What is the total?

What does the = mean?

Which number tells us how many we had to start?

Which number shows what has been added?

Which number represents the total?

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 Fact
Families -
Addition
1
Fluency & Reasoning Teaching Slides
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 Lesson 1 Fact Families - Addition
Look at how the numbers can be moved around.

4+2=6
6
2+4=6

6=4+2
4 2
6=2+4

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 Activity 1 Fact Families - Addition
Use the part-whole model to fill in the missing numbers.

3+ =5
5
+3 =5

= +3
3 2
5 = +

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 Activity 1 Fact Families - Addition
Use the part-whole model to fill in the missing numbers.

3+ 2 =5
5
2 +3 =5

5 = 2 +3
3 2
5 = 3 + 2

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 Activity 1 Fact Families - Addition
Use the part-whole model to fill in the missing numbers.

1 + _____ = 6
5
_____ + 1 = 6
6
_____ = _____ + 1
1
6 = _____ + _____

Which number(s) represent a part?

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 Activity 1 Fact Families - Addition
Use the part-whole model to fill in the missing numbers.

5 =6
1 + _____
5
5
_____ +1=6
6
6 = _____
_____ 5 +1
1
5 + _____
6 = _____ 1

Which number(s) represent a part?

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 Activity 2 Fact Families - Addition
Complete the number sentences.

____ + ____ = 7 7 = _____ + _____

____ + ____ = 7 7 = _____ + _____

Is the equals sign always at the end of a number sentence?

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 Activity 2 Fact Families - Addition
Complete the number sentences.

2 + ____
____ 5 =7 2 + _____
7 = _____ 5

2 =7
5 + ____
____ 7 = _____ 2
5 + _____

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 Activity 2 Fact Families - Addition
Complete the number sentences.

+ =9 9= +

+ =9 9= +

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 Activity 2 Fact Families - Addition
Complete the number sentences.

3 + 6 =9 9= 3 + 6

6 + 3 =9 9= 6 + 3

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 Activity 2 Fact Families - Addition
Complete the number sentences.

+ =6 6= +

+ =6 6= +

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 Activity 2 Fact Families - Addition
Complete the number sentences.

4 + 2 =6 6= 4 + 2

2 + 4 =6 6= 2 + 4

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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

4 7 3

What is the same/different about the four addition sentences?

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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

4 7 3
4+3=7
3+4=7
7=4+3
7=3+4
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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

6 8 2

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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

6 8 2
2+6=8
6+2=8
8=2+6
8=6+2
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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

7 6 1

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 Activity 3 Fact Families - Addition
Use the number cards to make 4 addition sentences.

7 6 1
1+6=7
6+1=7
7=1+6
7=6+1
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 Reasoning - 1 Fact Families - Addition

Malachi has 3
number cards.

4 7 3
He has written two number sentences.
4+7=3 4=7+3
Explain what Malachi has done wrong.

Correct his number sentences and complete the fact families.

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 Reasoning - 1 Fact Families - Addition

Malachi has 3
number cards.

4 7 3
Malachi has placed the numbers in the order he was given
them, rather than moving them to make the number sentence
correct.
It should be:
4+3=7
3+4=7
7=4+3
7=3+4
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 Reasoning - 2 Fact Families - Addition

+ = 6
+ = 6
6= +
6= +
What could the triangle and the square be worth?
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 Reasoning - 2 Fact Families - Addition

+ = 6
Possible answer:

Triangle: 3
Square: 3
+ = 6 Triangle: 5
Square: 1

6= + Triangle: 0
Square: 6

6= + Triangle: 6
Square: 0

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 Discussion Fact Families - Addition
Which number(s) represent a part?
Which number represents the whole?

Is the equals sign always at the end of a number sentence?

What is the same/different about the four addition sentences?

If two of the numbers in the part-whole model are the same,

can we still write four addition sentences? Prove it.

Can we make another addition calculation

using the same 3 numbers?

Can the parts change place? Can the whole change place? Why?

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 Number Bonds
within 10
1
Fluency & Reasoning Teaching Slides
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 Activity 1 Number Bonds within 10
Here are 5 cubes.

Break them apart in different ways to find all the number

bonds to 5. One has done for you.

5=3+2
How else can we partition the whole?

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 Activity 1 Number Bonds within 10
Number bonds to 5.

5=2+3 5=3+2

5=4+1 5=1+4

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 Activity 1 Number Bonds within 10
Here are 6 cubes.

Break them apart in different ways to find all the number bonds to 6.
One has done for you.

6=2+4

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 Activity 1 Number Bonds within 10
Number bonds to 6.

6=2+4 6=4+2

6=3+3 6=5+1

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 Activity 2 Number Bonds within 10
Use seven double sided counters.

How many different ways

to make 7 can you find?

Record your findings

in number sentences.

Do the parts stay the same or change?

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 Activity 2 Number Bonds within 10
Use seven double sided counters.

How many different ways to make 7 can you find?

Record your findings in number sentences.

0+7=7
1+6=7
2+5=7
3+4=7
4+3=7
5+2=7
6+1=7
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 Activity 2 Number Bonds within 10
Use eight double sided counters.

How many different ways to make 8 can you find?

Record your findings in number sentences.

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 Activity 2 Number Bonds within 10
Use eight double sided counters.

How many different ways to make 8 can you find?

Record your findings in number sentences.
0+8=8
1+7=8
2+6=8
3+5=8
4+4=8
5+3=8
6+2=8
7+1=8 72
1 – Addition & Subtraction masterthecurriculum.co.uk
 Activity 3 Number Bonds within 10
If 9 is the whole, what could the parts be?

Show your findings in part-whole models.

Can you write an addition sentence for each part-whole model?

If 8 is the whole, what could the parts be?

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 Activity 3 Number Bonds within 10
If 9 is the whole, what could the parts be?

Show your findings in part-whole models.

Can you write an addition sentence for each part-whole model?

9
4+5=9
5+4=9
4 5
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 Activity 3 Number Bonds within 10
If 5 is the whole, what could the parts be?

Show your findings in part-whole models.

Can you write an addition sentence for
each part-whole model?

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 Activity 3 Number Bonds within 10
If 5 is the whole, what could the parts be?

Show your findings in part-whole models.

Can you write an addition sentence for
each part-whole model?

5
2+3=5
3+2=5
2 3
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 Reasoning - 1 Number Bonds within 10

All the dots have fallen off 2 toad stools.

How many different ways can you put them back on?
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 Reasoning - 1 Number Bonds within 10
There are 10 different ways altogether.
9 and 0
0 and 9
8 and 1
1 and 8
7 and 2
2 and 7
6 and 3
3 and 6
5 and 4
4 and 5

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 Reasoning - 2 Number Bonds within 10

Always, Sometimes, Never?

The greater the number,

the more number bonds it has.

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 Reasoning - 2 Number Bonds within 10

Always, Sometimes, Never?

The greater the number,

the more number bonds it has.
Sometimes.
Children can prove this by comparing the number bonds for
a few numbers. For example, 6 has more bonds than 5 but
7 has an equal number of bonds to 5.
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 Reasoning - 3 Number Bonds within 10

Which number bond is the odd one out?

4+5 6+3 7+2 4+6

Explain your answer.

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 Reasoning - 3 Number Bonds within 10

Which number bond is the odd one out?

4+5 6+3 7+2 4+6

4 + 6 is the odd one because this is a bond to 10
and the others are number bonds to 9.

Explain your answer.

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 Discussion Number Bonds within 10
What is the whole?
What are the parts?

Does the whole always stay the same?

How can we partition the whole?

Do the parts stay the same or change?

If 8 is the whole, what could be parts be?

What number sentence would represent the parts we have

partitioned the whole into?

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 Systematic
Number Bonds
1
Fluency & Reasoning Teaching Slides
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 Activity 1 Systematic Number Bonds
Complete the number sentences.

5=5+0
5=4+1
___ = ___ + ___
___ = ___ + ___
___ = ___ + ___
___ = ___ + ___

Write the number sentence to represent this number bond.

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 Activity 1 Systematic Number Bonds
Complete the number sentences.

5=5+0
5=4+1
5 = ___
___ 2
3 + ___
5 = ___
___ 3
2 + ___
5 = ___
___ 4
1 + ___
___ 0 + ___
5 = ___ 5

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 Activity 1 Systematic Number Bonds
Complete the number sentences.

6=6+0
6=5+1
___ = ___ + ___
___ = ___ + ___
___ = ___ + ___
___ = ___ + ___
___ = ___ + ___
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 Activity 1 Systematic Number Bonds
Complete the number sentences.

6=6+0
6=5+1
6 = ___
___ 4 + ___
2
3 + ___
6 = ___
___ 3
6 = ___
___ 4
2 + ___
1 + ___
6 = ___
___ 5
0 + ___
6 = ___
___ 6
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 Activity 2 Systematic Number Bonds
Complete the next bead strings in the sequence.

6=6+0
6=5+1
6=4+2

Can you see a pattern in the numbers?

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 Activity 2 Systematic Number Bonds
Complete the next bead strings in the sequence.
6=6+0
6=5+1
6=4+2
6=3+3
6=2+4
6=1+5
6=0+6
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 Activity 3 Systematic Number Bonds
Can you use a ten frame to show all the number bonds to 7?
Remember to be systematic.

Does the amount of number bonds change as the number gets bigger or smaller?

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 Activity 3 Systematic Number Bonds
Can you use a ten frame to show all the number bonds to 7?
Remember to be systematic.

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 Reasoning - 1 Systematic Number Bonds

Rosie found the following

number bonds to 6.

2+4 0+6 1+5 3+3

What order would Rosie have found

them in if she’d have
worked systematically?

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 Reasoning - 1 Systematic Number Bonds

Rosie found the following

number bonds to 6.

6 and 0 0 and 6
5 and 1 1 and 5
4 and 2 2 and 4
3 and 3 3 and 3

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 Reasoning - 2 Systematic Number Bonds

A cheetah’s spots have fallen off.

How many different way can you put the spots back on?

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 Reasoning - 2 Systematic Number Bonds

A cheetah’s spots have fallen off.

How many different way can you put the spots back on?

Possible answers:
0+9
1+8
2+7
3+6
Children may use: 9 + 0, 8 + 1, 7 + 2, 6 + 3

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 Discussion Systematic Number Bonds
What two numbers can be added to make _____?

Write the number sentence to represent this number bond.

Are there any more ways to make this number bond?

Can you see a pattern in the numbers?

What is happening to the parts each time?

Does the amount of number bonds change

as the number gets bigger or smaller?

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 Number Bonds
to 10
1
Fluency & Reasoning Teaching Slides
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 Activity 1 Number Bonds to 10
Zach shows a number on his fingers.

How many more fingers are needed to make 10?

What would this look as a number sentence?

How many more do I need to make 10?

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 Activity 1 Number Bonds to 10
Zach shows a number on his fingers.

6 + 4 = 10
4 more fingers are needed to make 10.

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 Activity 1 Number Bonds to 10
Esin shows a number on her fingers.

How many more fingers are needed to make 10?

What would this look as a number sentence?

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 Activity 1 Number Bonds to 10
Esin shows a number on her fingers.

8 + 2 = 10
2 fingers more are needed to make 10.

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 Activity 1 Number Bonds to 10
Malachi shows a number on his fingers.

How many more fingers are needed to make 10?

What would this look as a number sentence?

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 Activity 1 Number Bonds to 10
Malachi shows a number on his fingers.

10 + 0 = 10
0 fingers are needed to make 10.

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 Activity 2 Number Bonds to 10
Use the ten frames to complete the number bonds to 10.

4 + ____ = 10 5 + ____ = 10
Can you make the ten frame that comes before in the sequence?
Can you make the ten frame comes next in the sequence?

What would these bonds look like as a number sentence?

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 Activity 2 Number Bonds to 10
Use the ten frames to complete the number bonds to 10.

6 = 10
4 + ____ 5 = 10
5 + ____

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 Activity 2 Number Bonds to 10
Use the ten frames to complete the number bonds to 10.

7 + ______ = 10 8 + ______ = 10

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 Activity 2 Number Bonds to 10
Use the ten frames to complete the number bonds to 10.

3 = 10
7 + ______ 2 = 10
8 + ______

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 Activity 2 Number Bonds to 10

Use the ten frames to complete the number bonds to 10.

3 + ______ = 10 4 + ______ = 10

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 Activity 2 Number Bonds to 10

Use the ten frames to complete the number bonds to 10.

7 = 10
3 + ______ 6 = 10
4 + ______

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 Activity 3 Number Bonds to 10
All the lady birds should have ten spots.
Some of the lady birds have lost their spots.
Complete the spots and write the number sentences.

Can I order the number bonds systematically?

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 Activity 3 Number Bonds to 10
All the lady birds should have ten spots.
Some of the lady birds have lost their spots.
Complete the spots and write the number sentences.

6 = 10
4 + ____ 8 + 2 = 10
____

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 Reasoning - 1 Number Bonds to 10

Always, Sometimes, Never?

Number bonds to 10 have two different

numbers added together.

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 Reasoning - 1 Number Bonds to 10

Always, Sometimes, Never?

Number bonds to 10 have two different

numbers added together.

Sometimes, there is one case

where it is two
of the same number.
5 + 5 = 10
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 Reasoning - 2 Number Bonds to 10

Tia has 10¢ to spend.

2¢
10¢ 3¢

8¢ 7¢ 5¢

Which two items could she buy?

How many different ways can she do it?
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 Reasoning - 2 Number Bonds to 10

Tia has 10¢ to spend

2¢
10¢ 3¢

8¢ 7¢ 5¢

A drink and a cupcake.

Lollipop and cookies.
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 Reasoning - 3 Number Bonds to 10

Leanna needs to color in all of the

boxes using two different colors.
One box of each color has been done for her.

How many different ways

can she color the boxes?
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 Reasoning - 3 Number Bonds to 10

Leanna needs to color in all of the

boxes using two different colors.
One box of each color has been done for her.

This can also be the other way where there are 9

greens and 1 blue, 8 greens and 2 blues, 7 greens
and 3 blues, 6 greens and 4 blues.
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 Discussion Number Bonds to 10

What number have you started with?

How many more do I need to make a 10?

How many number bonds can I make if 10 is the whole?

What would these bonds look like as a number sentence?

Can I order the number bonds systematically?

Do number bonds to 10 only contain one digit numbers?

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 Compare
Number Bonds
1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

4+5 7+1

2+6 6+3

4+2 3+3

Do we know what each side is worth?

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 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

4+5 7+1

2+6 6+3

4+2 3+3

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 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

2+2 6+4

4+5 3+1

5+5 3+6

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 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

2+2 6+4

4+5 3+1

5+5 3+6

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 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

1+5 6+2

2+8 3+3

4+4 10 + 0

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 Activity 1 Compare Number Bonds
Match the number bonds that are equal.

1+5 6+2

2+8 3+3

4+4 10 + 0

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

5+5 10

5+5 8

2+5 5+3

What symbol can you use to show this?

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

5+5
10
= 10

5+5
10
> 8

2+5 < 5+3

8
7

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

4+4 3+7

2+7 2+1

8+0 4+1

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

4+4 < 3+7

10
8

2+7 > 2+1

9 3

8+0 > 4+1

8 5

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

2+3 1+4

4+4 6+2

9+0 7+2

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 Activity 2 Compare Number Bonds
Use <, > or = to make the statements correct.

2+3 = 1+4
5
5

4+4 = 6+2
8 8

9+0 = 7+2
9 9

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 Activity 3 Compare Number Bonds
Complete the number sentences.

5 + 3 = 4 + ______

7 + 3 > ______ + 2

How can we work out the total of each side?

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 Activity 3 Compare Number Bonds
Complete the number sentences.

4
5 + 3 = 4 + ______

7
7 + 3 > ______ +2 Example

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 Activity 3 Compare Number Bonds
Complete the number sentences.

3 + 3 = 5 + ____

2 + 6 > ____ + 4

4+1 < 3 + _____

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 Activity 3 Compare Number Bonds
Complete the number sentences.

Examples
3
3 + 3 = 5 + ____

2 +4
2 + 6 > ____

4+1 < 1
3 + _____

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 Reasoning - 1 Compare Number Bonds

How many ways can you complete

the number sentence?

4 + ____ < 4 + ____

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 Reasoning - 1 Compare Number Bonds

How many ways can you complete

the number sentence?

4 + ____ < 4 + ____

Any number combination where the number on the
right is larger than the one on the left.

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 Reasoning - 2 Compare Number Bonds

Zach and Esin have both created

their own number bonds.

My total is larger because

I have a 5 and a 3.
Zach

My total is greater because

I have 8 altogether.
Esin

Who do you agree with? Explain your answer.

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 Reasoning - 2 Compare Number Bonds

Zach and Esin have both created

their own number bonds.

They both have the same

number - 8.

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 Reasoning - 3 Compare Number Bonds

Tia has 6 counters in her Malachi has 4 counters in his

hand and some in a cup. hand and some in a cup.

They each have the same number of counters in total.

They each have less than 10 counters.

How many counters could be in Tia’s cup?

How many counters could be in Malachi’s cup?
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 Reasoning - 3 Compare Number Bonds

Tia has 6 counters in her Malachi has 4 counters in his

hand and some in a cup. hand and some in a cup.

They each have the same number of counters in total.

They each have less than 10 counters.

Tia could have 3 and Malachi could have 5.

Tia could have 2 and Malachi could have 4.
Tia could have 1 and Malachi could have 3.

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 Discussion Compare Number Bonds
What does compare mean?

Do we know what each side is worth?

How can we work out the total of each side?

Can you use equipment to prove that

the number bonds are equal/unequal?

Do I have to solve both sides to see

if the number bonds are equal?

Which calculation gives the largest answer? Which

calculation gives the smallest answer?

Which symbol can you use to show this?

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 Add Together

1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 Add Together
If 2 is a part and 5 is a part, what is the whole?

+ =
2 5

What does each circle represent on a part-whole model?

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 Activity 1 Add Together
If 2 is a part and 5 is a part, what is the whole?

2 + 5 = 7
2 5

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 Activity 1 Add Together
If 3 is a part and 4 is a part, what is the whole?

+ =
3 4

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 Activity 1 Add Together
If 3 is a part and 4 is a part, what is the whole?

3 + 4 = 7
3 4

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 Activity 2 Add Together
There are 5 red cars and 4 blue cars.
How many cars are there altogether?

+ =

= +
What else can we use to represent the cars?

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 Activity 2 Add Together
There are 5 red cars and 4 blue cars.
How many cars are there altogether?

5 + 4 = 9

9 = 5 + 4

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 Activity 2 Add Together
There are 4 yellow cars and 3 green cars.
How many cars are there altogether?

+ =

= +

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 Activity 2 Add Together
There are 4 yellow cars and 3 green cars.
How many cars are there altogether?

4 + 3 = 7

7 = 3 + 4

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 Activity 3 Add Together
Complete the table to represent the toads.
Ten Frame Part-Whole Model
____ + ____ = ____
____ = ____ + ____

Sentences Make your own story

_____ is a part.
_____ is a part.
The whole is _____.

What number sentence would represent this?

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 Activity 3 Add Together
Complete the table to represent the toads.
Ten Frame Part-Whole Model
4 + ____
____ 4 = ____
8 8
8 = ____
____ 4
4 + ____
4 4
Sentences Make your own story

4 is a part.
_____
4 is a part.
_____
8
The whole is _____.

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 Activity 3 Add Together
Complete the table to represent the stars.
Ten Frame Part-Whole Model
____ + ____ = ____
____ = ____ + ____

Sentences Make your own story

_____ is a part.
_____ is a part.
The whole is _____.

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 Activity 3 Add Together
Complete the table to represent the stars.
Ten Frame Part-Whole Model
2 + ____
____ 5
3 = ____ 5
5 = ____
____ 3
2 + ____
2 3
Sentences Make your own story

2 is a part.
_____
3 is a part.
_____
5
The whole is _____.

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 Reasoning - 1 Add Together
There are 9 cubes.
Some are yellow and some are blue.
How many different ways can you make a total of 9?

You should show your working out on a ten frame

and a part-whole model.
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 Reasoning - 1 Add Together
There are 9 cubes.
Some are yellow and some are blue.

There could be:

8 yellow and 1 blue, 7 yellow and 2 blue, 6 yellow and
3 blue, 5 yellow and 4 blue, 4 yellow and 5 blue, 3
yellow and 6 blue, 2 yellow and 7 blue or 1 yellow
and 7 blue.

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 Reasoning - 2 Add Together

There are 10 candies altogether.

4 have a green wrapper and 5 have a pink wrapper.

Is this correct? Explain how you know.

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 Reasoning - 2 Add Together

There are 10 candies altogether.

4 have a green wrapper and 5 have a pink wrapper.

Children could use cubes/ten frame to show that this is

incorrect as 4 and 5 would make 9, not 10.

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 Reasoning - 3 Add Together

Which sentence is correct?

A 6 is a part, 3 is a part and 9 is the whole.

B 5 is a part, 4 is a part and whole is 9.

C 4 is a part, 3 is a part and 7 is the whole.

What mistake has been

made in the incorrect sentences?
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 Reasoning - 3 Add Together

Which sentence is correct?

A 6 is a part, 3 is a part and 9 is the whole.

B 5 is a part, 4 is a part and whole is 9.

C 4 is a part, 3 is a part and 7 is the whole.

A is wrong because the parts are not right.

B is wrong because the whole is not 9.

C is correct.
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 Discussion Add Together
What does each circle represent on a part-whole model?

Which of the numbers are parts?

Which of the numbers is the whole?

What else can we use to represent the cars?

Can we only use counters and ten frames?

How many did you have to start? Then what happened?

How many do you have now?

How does the ten frame help us when finding the total?
Did we need two ten frames for 5 and 4? Why?

What number sentence would represent it?

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3
 Add More

1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 Add More
How many tractors are there in total?

6 + ____ = ____
There are _____ tractors.

Do I have to start with the largest number?

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 Activity 1 Add More
How many tractors are there in total?

6 + ____ 9
3 = ____
9 tractors.
There are _____

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 Activity 1 Add More
How many cars are there in total?

4 + ____ = ____
There are _____ cars.

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 Activity 1 Add More
How many cars are there in total?

2 = ____
4 + ____ 6
6 cars.
There are _____

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 Activity 1 Add More
How many airplanes are there in total?

8 + ____ = ____
There are _____ airplanes.

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 Activity 1 Add More
How many airplanes are there in total?

2 = ____
8 + ____ 10
10 airplanes.
There are _____

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 Activity 2 Add More
There are 3 airplanes at the airport. 5 more airplanes land.
How many airplanes are there now?

Now there are

____ airplanes.

How could we
represent this as a
number sentence?

What number sentence will represent this?

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 Activity 2 Add More
There are 3 airplanes at the airport. 5 more airplanes land.
How many airplanes are there now?

3+5=8
8 airplanes.
Now there are ____
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 Activity 3 Add More
There are four cents in a bag and I add two more.
How many cents do I have now?

There are _____ cents.

= +

How many do you have now?

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 Activity 3 Add More
There are four cents in a bag and I add two more.
How many cents do I have now?

6 cents.
There are _____

6 = 4 + 2

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 Activity 3 Add More
There are two marbles in a bag and I add three more.
How many marbles do I have now?

There are _____ marbles.

= +

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 Activity 3 Add More
There are two marbles in a bag and I add three more.
How many marbles do I have now?

5 marbles.
There are _____

5 = 2 + 3

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 Reasoning - 1 Add More

True or False?

If I add 1 to a number, the

number stays the same.

Can you use a number line or counters

to help you explain your answer?

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 Reasoning - 1 Add More

True or False?

False. Because when you add 1 to

a number the number increases
by one every time.

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 Reasoning - 2 Add More

Rosie has used the number track to

complete 4 + 3. She thinks the total is 6.

1 2 3 4 5 6 7 8

What mistakes has she made? How could Rosie use the
number track to find the answer?
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 Reasoning - 2 Add More

Rosie has used the number track to

complete 4 + 3. She thinks the total is 6.

1 2 3 4 5 6 7 8

She has included the starting number. To find the

correct answer Rosie could start counting from 5, or
she could put the 4 on and then the 3 to show that
the answer is 7.
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 Reasoning - 3 Add More

Leanna has two marbles.

She throws them into buckets.

The number on the bucket shows how many points
she gets for a marble landing in that bucket.
One of her marbles lands in bucket 2.

1 2 3 4

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 Reasoning - 3 Add More

Leanna has two marbles.

What is the highest score she can get by throwing the

second marble bag and adding the scores?

What is the lowest score she can get by throwing the

second marble bag and adding the scores?

Explain why she can’t get a total of 9.

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 Reasoning - 3 Add More

Leanna has two marbles.

What is the highest score she can get by throwing the

second marble bag and adding the scores?

What is the lowest score she can get by throwing the

second marble bag and adding the scores?

Explain why she can’t get a total of 9.

The highest score she can get is a 6.
The lowest score she can get is a 2 if she misses the buckets
with her second marble bags.

She can get 9 because she got 2 with her first marble bag,
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 Discussion Add More

How many did you have to begin with?

How many more have been added?
How many do you have now?

What number sentence will represent this?

When using resources/images to find the answer,

do I need to make/draw both numbers?

Do I have to start with the largest number?

Why is it more efficient to start with the larger number?

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 Find a Part

1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

9
+ =
= +
5 is a part, _____ is a part, 9 is the whole.

How can we count on to find the missing part?

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 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

9
5 + 4 = 9
9 = 5 + 4
4 is a part, 9 is the whole.
5 is a part, _____

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 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

4
+ =
= +
3 is a part, _____ is a part, 4 is the whole.

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 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

4
3 + 1 = 4
4 = 3 + 1
1 is a part, 4 is the whole.
3 is a part, _____

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 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

10
+ =
= +
6 is a part, _____ is a part, 10 is the whole.

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 Activity 1 Find a Part
Complete the part-whole model and use it
to fill in the number sentences.

10
6 + 4 = 10
10 = 6 + 4
4 is a part, 10 is the whole.
6 is a part, _____

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 Activity 2 Find a Part
There are seven cars in total. Seven of them are green.
How many of them are yellow?

+ =
= +
7 is a part, _____ is a part, 7 is the whole.
What number sentence would represent what we currently have/know?

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 Activity 2 Find a Part
There are seven cars in total. Seven of them are green.
How many of them are yellow?

7 + 0 = 7 7 0

7 = 7 + 0 7
0 is a part, 7 is the whole.
7 is a part, _____

0 are yellow. 193

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 Activity 3 Find a Part
Write your own story to complete the part-whole model.

Do you know the value of the whole?

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 Activity 3 Find a Part
Write your own story to complete the part-whole model.

6
My story:
9 There are 9 doughnuts.
6 of them have pink icing and 3
of them have blue icing.
3

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 Activity 3 Find a Part
Write your own story to complete the part-whole model.

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 Activity 3 Find a Part
Write your own story to complete the part-whole model.

3
My story:
5 There are 5 sweets. 3 of them
are strawberry flavor and 2 of
them are blueberry flavor.
2

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 Reasoning - 1 Find a Part

Tia spends 15¢ on a chocolate bar and

something else. What else could she have
bought? Explain how you know.
Tia
10¢ 8¢ 5¢
Zach spent 10¢ on a lollipop and an ice
cream. How much is the ice cream?
Explain how you know.
Zach

Malachi spent 18¢ on a chocolate bar and

10¢ 7¢ 5¢ something for his brother. What did he
buy for his brother?
Explain how you know.
Malachi

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 Reasoning - 1 Find a Part

Tia could buy a lollipop or an ice cream as

they are both 5¢ and 10¢ + 5¢ = 15¢
Tia
10¢ 8¢ 5¢
An ice cream costs 5p because
5¢ + 5¢ = 10¢

Zach

10¢ 7¢ 5¢ Malachi bought his brother a cupcake

because 10¢ + 8¢ = 18¢
Malachi

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 Reasoning - 2 Find a Part
Using the digits 0 - 9, how many ways can
you complete the part-whole model?
One of the parts has to be 5.
You can only use each digit once.

Explain why you can’t use 0.

5
What other digits
can’t you use and why?

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0
 Reasoning - 2 Find a Part
Using the digits 0 - 9, how many ways can
you complete the part-whole model?
One of the parts has to be 5.

It could be:
• 5, 1 and 6
• 5, 2 and 7
• 5, 3 and 8
• 5, 4 and 9
You can’t use zero because the whole
would have to be 5
and then it would be repeated.

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 Discussion Find a Part
Do you know the value of both parts?
Do you know the value of the whole?

How can we count on to find the missing part?

What number sentence would represent

what we currently have/know?

Where will the numbers from the word problem go

in the part-whole model?

Where are we counting on from? How do you know?

Where are we counting to? How do you know?

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 How Many
Left? (1)

1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 How Many Left? (1)
There were 7 birds in a tree and 3 flew away.
Complete the sentences.

At first there were ____ birds. Then ____ flew

away. Now there are ____ birds in the tree.
How many objects were there to start with?

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 Activity 1 How Many Left? (1)
There were 7 birds in a tree and 3 flew away.
Complete the sentences.

7 birds. Then ____

At first there were ____ 3 flew
away. Now there are ____4 birds in the tree.

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 Activity 1 How Many Left? (1)
There were 5 birds in a tree and 3 flew away.
Complete the sentences.

At first there were ____ birds. Then ____ flew

away. Now there are ____ birds in the tree.

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 Activity 1 How Many Left? (1)
There were 5 birds in a tree and 3 flew away.
Complete the sentences.

5 birds. Then ____

At first there were ____ 3 flew
away. Now there are ____2 birds in the tree.

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 Activity 2 How Many Left? (1)
Complete the sentences to create a story
and draw a part-whole model.

At first there were ____ apples. Then ____

were eaten. Now there are ____ apples.
Do we need to count all or can we count on?

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 Activity 2 How Many Left? (1)
Complete the sentences to create a story
and draw a part-whole model.

10 apples. Then ____

At first there were ____ 3
7 apples.
were eaten. Now there are ____

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 Activity 2 How Many Left? (1)
Complete the sentences to create a story
and draw a part-whole model.

At first there were ____ apples. Then ____

were eaten. Now there are ____ apples.

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 Activity 2 How Many Left? (1)
Complete the sentences to create a story
and draw a part-whole model.

2
6 apples. Then ____
At first there were ____
4 apples.
were eaten. Now there are ____

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 Activity 3 How Many Left? (1)
Write a story to go with the pictures
and draw a part-whole model.

First: Now:

What could the story be? How many did we start with?

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 Activity 3 How Many Left? (1)
Write a story to go with the pictures
and draw a part-whole model.

First: Now:

At first there were 9 pencils.

Then 5 were borrowed.
Now there are 4 pencils.
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 Activity 3 How Many Left? (1)
Write a story to go with the pictures
and draw a part-whole model.

First:
Now:

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 Activity 3 How Many Left? (1)
Write a story to go with the pictures
and draw a part-whole model.

First:
Now:

At first there were 4 frogs.

Then 1 jumped off. Now there are 3 frogs.

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 Reasoning - 1 How Many Left? (1)
Some frogs are on a lily pad. These frogs jumped off
and there are four frogs remaining.
Complete the sentences.

First there were ____ frogs. The ____

frogs jumped off. Now there are ____
frogs on the lily pad.

In the ‘then’ picture, do the 4s show the

same thing? Why not?

What if 5 jumped off, how many frogs

would there have been at first?

Explain how you know.

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 Reasoning - 1 How Many Left? (1)
Some frogs are on a lily pad. These frogs jumped off
and there are four frogs remaining.
Complete the sentences.

At first there were 8 frogs. Then 4 frogs

jumped off. Now there are
4 frogs on the lily pad.

No, the 4 on the lily pad show how many

are left. The 4 that are not on the lily pad
show many were taken away.

If 5 jumped off, the whole would have

been 9 because 4 and 5 make 7.

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 Reasoning - 2 How Many Left? (1)
Some cakes have been eaten. There are 3 cakes left. How
many cakes could have been, and how many could have
been eaten to be left with 3?

Explain your reasons.

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 Reasoning - 2 How Many Left? (1)
Some cakes have been eaten. There are 3 cakes left. How
many cakes could have been, and how many could have
been eaten to be left with 3?

There could have been 10 and 7 were eaten, 9 and 6 were eaten,
8 and 5 were eaten etc.

Children might use cubes/ten frames etc.

to help them take away and finish with 2.
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 Discussion How Many Left? (1)

How many objects were there to start with?

Do we need to count all or can we count on?

What could the story be? How many did we start with?

What number can we use to show that nothing has gone

away/been taken away?

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 How Many
Left? (2)

1
Fluency & Reasoning Teaching Slides
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 Activity 1 How Many Left? (2)
Complete the number sentence.

7 – 2 = _____

How many counters were there at first?

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 Activity 1 How Many Left? (2)
Complete the number sentence.

7 – 2 = _____
5

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 Activity 1 How Many Left? (2)
Complete the number sentence.

8 – 3 =

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 Activity 1 How Many Left? (2)
Complete the number sentence.

8 – 3 = 5

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 Activity 1 How Many Left? (2)
Complete the number sentence.

4 – 1 =

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 Activity 1 How Many Left? (2)
Complete the number sentence.

4 – 1 = 3

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 Activity 2 How Many Left? (2)
Zach has 9 toy cars. He gives 5 of them away.
How many does he have left?

- =

How many are there now?

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 Activity 2 How Many Left? (2)
Zach has 9 toy cars. He gives 5 of them away.
How many does he have left?

9 - 5 = 4

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 Activity 2 How Many Left? (2)
Malachi has 6 footballs. He gives 6 away.
How many does he have left?

- =

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 Activity 2 How Many Left? (2)
Malachi has 6 footballs. He gives 6 away.
How many does he have left?

6 - 6 = 0

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 Activity 3 How Many Left? (2)
At first there were 10 bananas. 7 of them were eaten.
How many bananas are left?
Use counters/cube to help you solve and complete:

- =

Can you draw an image to show this?

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 Activity 3 How Many Left? (2)
At first there were 10 bananas. 7 of them were eaten.
How many bananas are left?
Use counters/cube to help you solve and complete:

10 - 7 = 3 3
10

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 Activity 3 How Many Left? (2)
At first there were 5 monkeys. 2 ran up a tree.
How many monkeys are left?
Use counters/cube to help you solve and complete:

- =
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 Activity 3 How Many Left? (2)
At first there were 5 monkeys. 2 ran up a tree.
How many monkeys are left?
Use counters/cube to help you solve and complete:

2
5

3
5 - 2 = 3
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 Reasoning - 1 How Many Left? (2)

How many ways can you get an answer of 1?

- =1

What is the rule?

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 Reasoning - 1 How Many Left? (2)

How many ways can you get an answer of 1?

10 – 9, 9 – 8, 8 – 7 etc.

The rule is that to get one, you have to

take away the number that is one lesser
with the number you started.

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 Reasoning - 2 How Many Left? (2)
How many calculations can you complete?

= 7-
Why can’t the digits 9
or 10 be used?

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 Reasoning - 2 How Many Left? (2)
How many calculations can you complete?

Children could write:

6=7–1
5 = 7 – 2 etc.

You can’t use 8 or 9 because

there are only 7 bees
to begin with.

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 Discussion How Many Left? (2)

How many counters were there at first? How many were

taken away? How many are there now?
Can you draw an image to show this?

What can we use to represent the cars? How many will you
start with? Why? How many will you take away? Why?

What is the same and what is different

about the calculations?

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 Subtraction –
Break Apart

1
Fluency & Reasoning Teaching Slides
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 Activity 1 Subtraction – Break Apart
How many ice creams do not have chocolate?

There are ____ ice creams that

do not have chocolate.

6 – 2 = ____

What is the whole? What are the parts?

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 Activity 1 Subtraction – Break Apart
How many ice creams do not have chocolate?

4
There are ____ ice creams that
do not have chocolate.

2 4
6 – 2 = ____
6
4

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 Activity 1 Subtraction – Break Apart
How many dogs do not have spots?

There are ____ dogs that do

not have spots.

8 – 3 = ____
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 Activity 1 Subtraction – Break Apart
How many dogs do not have spots?

5
There are ____ dogs that do
3 not have spots.

8
8 – 3 = ____
5
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 Activity 2 Subtraction – Break Apart
There are 9 party hats altogether. 4 of them are red.
The rest are blue. How many are blue?

___ = 9 – 4
If __ is the whole, and __ is the part, what is the other part?

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 Activity 2 Subtraction – Break Apart
There are 9 party hats altogether. 4 of them are red.
The rest are blue. How many are blue?

4 5
5 =9–4
___

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 Activity 3 Subtraction – Break Apart
In total there are 8 counters.
How many counters are there in the bag?
Show this in a part-whole model and as a calculation.

How many ways can I partition 8 into parts?

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 Activity 3 Subtraction – Break Apart
In total there are 8 counters.
How many counters are there in the bag?
Show this in a part-whole model and as a calculation.

5 3
3 =8–5
___
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 Activity 3 Subtraction – Break Apart
In total there are 9 counters.
How many counters are there in the bag?
Show this in a part-whole model and as a calculation.

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 Activity 3 Subtraction – Break Apart
In total there are 9 counters.
How many counters are there in the bag?
Show this in a part-whole model and as a calculation.

4 5
5 =9–4
___
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 Reasoning - 1 Subtraction – Break Apart
Think of two questions to ask your friend
about the image.

Represent your questions and answers in a part-whole model

and as a number sentence.
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 Reasoning - 1 Subtraction – Break Apart
Think of two questions to ask
your friend about the image.

Examples:
There are 9 chickens in total. 8 of them are
outside the barn.
How many chickens are inside the barn?

There are 9 chickens in total.

1 of them is inside the barn. How many
chicken are outside the barn?

Etc.

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 Reasoning - 2 Subtraction – Break Apart

There are no more than 10 counters in total.

How many counters could be in the bag? Why can’t it be five?

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 Reasoning - 2 Subtraction – Break Apart

There are no more than 10 counters in total.

There could be 4, 3, 2, 1 or 0.

There can’t be five because then

there would be 11 counters in
total which is more than 10.

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 Discussion Subtraction – Break Apart

What is the whole? What are the parts?

If ___ is the whole, and ___ is a part,

what is the other part?

How many ways can I partition 8 into parts?

Use two hoops and 8 counters to support.

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 Fact Families –
8 Facts

1
Fluency & Reasoning Teaching Slides
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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

____ + ____ = ____ ____ = ____ + ____

____ + ____ = ____ ____ = ____ + ____
____ – ____ = ____ ____ = ____ – ____
____ – ____ = ____ ____ = ____ – ____
How many will you start with? Why?

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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

5 + ____
____ 4 = ____
9 9 =
____ ____
5 + ____4
____
4 + ____
5 = ____
9 ____
9 = ____
4 + ____5
9 – ____
____ 5 = ____
4 ____
4 = 9
____ – ____
5
9 – ____
____ 4 = ____
5 ____
5 = ____
9 – ____
4

How many will you start with? Why?

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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

____ + ____ = ____ ____ = ____ + ____

____ + ____ = ____ ____ = ____ + ____
____ – ____ = ____ ____ = ____ – ____
____ – ____ = ____ ____ = ____ – ____

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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

4 + ____
____ 8
4 = ____ 8 =
____ 4
4 + ____
____
4 + ____
____ 8
4 = ____ 8 =
____ 4 + ____
____ 4
8 – ____
____ 4
4 = ____ 4 =
____ ____ 4
8 – ____
8 – ____
____ 4 = ____
4 4 =
____ ____ 4
8 – ____

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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

____ + ____ = ____ ____ = ____ + ____

____ + ____ = ____ ____ = ____ + ____
____ – ____ = ____ ____ = ____ – ____
____ – ____ = ____ ____ = ____ – ____

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 Activity 1 Fact Families – 8 Facts
Using the image, how many calculations can you create?

3 + ____
____ 5
2 = ____ 5 =
____ 3 + ____
____ 2
2 + ____
____ 5
3 = ____ 5 =
____ 2 + ____
____ 3
5 – ____
____ 2
3 = ____ 2 =
____ 5 – ____
____ 3
2 = ____
5 – ____
____ 3 3 =
____ 5 – ____
____ 2

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 Activity 2 Fact Families – 8 Facts
There are 6 hats on a shelf. 5 of them are yellow and 1 is orange.
Write 8 number sentences to show this.

How many will you take away? Why?

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 Activity 2 Fact Families – 8 Facts
There are 6 hats on a shelf. 5 of them are yellow and 1 is orange.
Write 8 number sentences to show this.

5+1=6 6–1=5
1+5=6 6–5=1
6=5+1 5=6–1
6=1+5 1=6–5

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 Activity 2 Fact Families – 8 Facts
There are 8 umbrellas. 6 of them are blue and 2 are red.
Write 8 number sentences to show this.

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 Activity 2 Fact Families – 8 Facts
There are 8 umbrellas. 6 of them are blue and 2 are red.
Write 8 number sentences to show this.

6+2=8 8–2=6
2+6=8 8–6=2
8=6+2 2=8–6
8=2+6 6=8–2

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 Activity 3 Fact Families – 8 Facts
Write 8 number sentences to match the part-whole model.

Can you draw an image to show this?

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 Reasoning - 1 Fact Families – 8 Facts

Explain the mistakes that have been made.

6+3=9 9=6+3
3+6=9 9=3+6
9–3=6 9=6–3
9–5=3 9=3–6

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 Reasoning - 1 Fact Families – 8 Facts

Explain the mistakes that have been made.

6+3=9 9=6+3
3+6=9 9=3+6
9–3=6 9=6–3
9–5=3 9=3–6

The bottom two on the right

should be:
6=9–3
3=9–6
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 Reasoning - 2 Fact Families – 8 Facts

Zach has 6 counters in total. Each of his

counters are either in a bag or a cup.
How many different ways could the counters be split
between the bag and the cup?
Write 8 number sentences to go with each.

Are any of the sets of number

sentences the same? Why?

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 Reasoning - 2 Fact Families – 8 Facts

Zach has 6 counters in total. Each of his

counters are either in a bag or a cup.

There could be:

6 in the cup, 0 in the bag
5 in the cup, 1 in the bag
Etc.

Children should notice that number sentences are the

same for “5 in the cup, 1 in the bag” “1 in the cup and
5 in the bag” etc. because the parts are the same.

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 Discussion Fact Families – 8 Facts

How many counters were there at first?

How many were taken away? How many are left?
Can you draw an image to show this?

How many will you start with? Why?

How many will you take away? Why?

What is the same and what is different

about the calculations?

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 Count Back

1
Fluency & Reasoning Teaching Slides
www.masterthecurriculum.co.uk
 Activity 1 Count Back
Complete:

7 – 3 = ____

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

4 – 4 = ____
What number comes before 6?

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 Activity 1 Count Back
Complete:

0 1 2 3 4 5 6 7 8 9 10
4
7 – 3 = ____

0 1 2 3 4 5 6 7 8 9 10

0
4 – 4 = ____
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 Activity 1 Count Back
Complete:

10 – 3 = ____

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

6 – 4 = ____
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 Activity 1 Count Back
Complete:

7
10 – 3 = ____

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

2
6 – 4 = ____
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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

7 – 3 = ____ 6 – 6 = ____ 10 – 6 = ____

5 – 0 = ____ 9 – 4 = ____ 4 – 4 = ____

Which calculations do you know match straight away?

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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

4
7 – 3 = ____ 0
6 – 6 = ____ 4
10 – 6 = ____

5
5 – 0 = ____ 5
9 – 4 = ____ 0
4 – 4 = ____

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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

8 –4 = 6 –6 =

3 –2 = 9 –8 =

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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

8 –4 = 4 6 –6 = 0

3 –2 = 1 9 –8 = 1

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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

8 –6 = 2 –1 =

5 –4 = 6 –4 =

5 –5 = 6 –6 =
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 Activity 2 Count Back
Use the number line to count back and match the
calculations with the same answers.

0 1 2 3 4 5 6 7 8 9 10

8 –6 = 2 2 –1 = 1

5 –4 = 1 6 –4 = 2

5 –5 = 0 6 –6 = 0
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 Activity 3 Count Back
I count backwards from 9.
How many steps does it take to get to two?
Show this in a number sentence.

What number should we start on?

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 Activity 3 Count Back
I count backwards from 9.
How many steps does it take to get to two?
Show this in a number sentence.

0 1 2 3 4 5 6 7 8 9 10

It will take 7 steps to get to 2.

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 Activity 3 Count Back
I count backwards from 8.
How many steps does it take to get to 4?

Show this in a number sentence.

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 Activity 3 Count Back
I count backwards from 8. How many steps does it
take to get to 4? Show this in a number sentence.

0 1 2 3 4 5 6 7 8 9 10

It will take 4 steps to get to 4.

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 Reasoning - 1 Count Back

Rosie is calculating 9 – 2 and does this by

counting backwards on a number line.

She gets an answer of 8.

What mistakes has she made?

What should the answer be?
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 Reasoning - 1 Count Back

Rosie is calculating 9 – 2 and does this by

counting backwards on a number line.

0 1 2 3 4 5 6 7 8 9 10
The answer should have been 7 not 8.

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 Reasoning - 2 Count Back

The answer is 3.

How many ways can you get this

by counting backwards on this number line?

0 1 2 3 4 5 6 7 8 9 10

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 Reasoning - 2 Count Back

The answer is 3.

10 – 7, 9 – 6, 8 – 5, 7 – 4 etc.

0 1 2 3 4 5 6 7 8 9 10

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 Reasoning - 3 Count Back

Game
Race to one!
Start at 10 on a number line.
Roll a dice and subtract this amount.
The first person to land on 1 wins.

0 1 2 3 4 5 6 7 8 9 10

What would you like to roll? Why?

Why would you not want to roll a 1?
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 Reasoning - 3 Count Back

Game
You might like to roll a 6 because it is a large
amount to take away
and so you end up neared to 1.

You might not want to roll 1 because it’s a

small amount and
so it would take longer to get to 1.

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 Discussion Count Back

What number comes before 6?

What number should we start on?

Which calculations do you know match straight away?

How do you know this?

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 Find the
Difference

1
Fluency & Reasoning Teaching Slides
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 Activity 1 Find the Difference
How many more cakes does Tia have than Malachi?

Tia

Tia has ____ more cakes

than Malachi.
Malachi

Who has more? How do you know?

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 Activity 1 Find the Difference
How many more cakes does Tia have than Malachi?

Tia

2 more cakes
Tia has ____
than Malachi.
Malachi
7–4=2

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 Activity 1 Find the Difference
How many more carrots does Leanna have than Zach?

Leanna

Leanna has ____ more

carrots than Zach.
Zach

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 Activity 1 Find the Difference
How many more carrots does Leanna have than Zach?

Leanna

5 more
Leanna has ____
carrots than Zach.
Zach
7–2=5

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 Activity 1 Find the Difference
How many more cupcakes does Rosie have than Esin?

Rosie

Rosie has ____ more cup

cakes than Esin.
Esin

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 Activity 1 Find the Difference
How many more cupcakes does Rosie have than Esin?

Rosie

3 more
Rosie has ____
cupcakes than Esin.
Esin
6–3=3

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 Activity 2 Find the Difference
What’s the difference between 10 and 6?

The difference between 10 and 6 is _____.

10 – 6 = _____
What does difference mean?

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 Activity 2 Find the Difference
What’s the difference between 10 and 6?

4
The difference between 10 and 6 is _____.
4
10 – 6 = _____

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 Activity 2 Find the Difference
What’s the difference between 10 and 8?

The difference between 10 and 8 is _____.

10 – 8 = _____

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 Activity 2 Find the Difference
What’s the difference between 10 and 8?

2
The difference between 10 and 8 is _____.
2
10 – 8 = _____

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 Activity 2 Find the Difference
What’s the difference between 10 and 5?

The difference between 10 and 5 is _____.

10 – 5 = _____

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 Activity 2 Find the Difference
What’s the difference between 10 and 5?

5
The difference between 10 and 5 is _____.
5
10 – 5 = _____

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 Activity 3 Find the Difference
Leanna has 7 candies and Zach has 3 candies.
How many more candies does Leanna have?
How can you show this using cubes, counters or as an image?

Leanna Zach

Leanna has ____ more candies than Zach.

The difference between 7 and 3 is ____.
7 – 3 = _____
What strategy can we use to help us find the difference?

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 Activity 3 Find the Difference
Leanna has 7 candies and Zach has 3 candies.
How many more candies does Leanna have?
How can you show this using cubes, counters or as an image?

Leanna Zach

4 more candies than Zach.

Leanna has ____
4
The difference between 7 and 3 is ____.
4
7 – 3 = _____

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 Activity 3 Find the Difference
Rosie has 5 candies and Tia has 2 candies.
How many more candies does Rosie have?
How can you show this using cubes, counters or as an image?

Tia Rosie

Rosie has ____ more candies than Tia.

The difference between 5 and 2 is ____.
5 – 2 = _____

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 Activity 3 Find the Difference
Rosie has 5 candies and Tia has 2 candies.
How many more candies does Rosie have?
How can you show this using cubes, counters or as an image?

Tia Rosie

3 more candies than Tia.

Rosie has ____
3
The difference between 5 and 2 is ____.
3
5 – 2 = _____

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 Reasoning - 1 Find the Difference

Two numbers have a difference of 5.

The larger number is less than 10.

What could the two numbers be?

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 Reasoning - 1 Find the Difference

Two numbers have a difference of 5.

The larger number is less than 10.

9–4
8–3
7–2
6–1
5–0
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 Reasoning - 2 Find the Difference

True or False?

The difference between

8 and 5 is 3.
Esin

Can you show this in more than one way?

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 Reasoning - 2 Find the Difference

True or False?

The difference between

8 and 5 is 3.
Esin

Children could show this by representing both

numbers using cubes, bead strings, straws etc.
or relating it back to counting backwards
on a number line.
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 Discussion Find the Difference

Who has more? How do you know?

How many does Beth have?

What does difference mean? Which is most?

How do you know? What strategy can we use
to help us find the difference?

What image/resource can we use to show this?

How can we complete the sentences?

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 Compare
Statements (1)

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Fluency & Reasoning Teaching Slides
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 Activity 1 Compare Statements (1)
Complete the sentences.

3 + 1 is greater than _____

3 + 1 is greater than _____
3 + 1 is less than _____
3 + 1 is less than _____

What does greater than mean?

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 Activity 1 Compare Statements (1)
Complete the sentences.

2
3 + 1 is greater than _____
3
3 + 1 is greater than _____
5
3 + 1 is less than _____
6
3 + 1 is less than _____

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 Activity 1 Compare Statements (1)
Complete the sentences.

2 + 4 is greater than _____

2 + 4 is greater than _____
2 + 4 is less than _____
2 + 4 is less than _____

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 Activity 1 Compare Statements (1)
Complete the sentences.

5
2 + 4 is greater than _____
Examples
4
2 + 4 is greater than _____
7
2 + 4 is less than _____
8
2 + 4 is less than _____

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 Activity 1 Compare Statements (1)
Complete the sentences.

1 + 6 is greater than _____

1 + 6 is greater than _____
1 + 6 is less than _____
1 + 6 is less than _____

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 Activity 1 Compare Statements (1)
Complete the sentences.

5
1 + 6 is greater than _____
Examples
6
1 + 6 is greater than _____
8
1 + 6 is less than _____
9
1 + 6 is less than _____

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 Activity 2 Compare Statements (1)
One hen lays 3 eggs. Another hen lays 2 eggs.

Complete the sentence using greater than,

less than or equal to.

2 plus 3 is ____________ 6

How do we know that ___ + ___ is greater than ___?

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 Activity 2 Compare Statements (1)
One hen lays 3 eggs. Another hen lays 2 eggs.

Complete the sentence using greater than,

less than or equal to.

less than 6
2 plus 3 is ____________

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 Activity 2 Compare Statements (1)
One hen lays 4 eggs. Another hen lays 2 eggs.

Complete the sentence using greater than,

less than or equal to.

4 plus 2 is ____________ 6

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 Activity 2 Compare Statements (1)
One hen lays 4 eggs. Another hen lays 2 eggs.

Complete the sentence using greater than,

less than or equal to.

equal to
4 plus 2 is ____________ 6

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 Activity 3 Compare Statements (1)
Complete the number sentences.

____ + ____ is equal to 7

____ + ____ is less than 9

5 + ____ is __________ 2

What does less than mean?

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 Activity 3 Compare Statements (1)
Complete the number sentences.

____ + ____
3 4 is equal to 7

____
3 3 is less than 9
+ ____

5 + ____ greater than 2

3 is __________

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 Activity 3 Compare Statements (1)
Complete the number sentences.

_______ + _______ is equal to 5

_______ + _______ is equal to 10

_______ + _______ is less than 7

_______ + _______ is greater than 7

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 Activity 3 Compare Statements (1)
Complete the number sentences.

Examples
2 + _______
_______ 3 is equal to 5

5 is equal to 10
5 + _______
_______

5 + _______
_______ 1 is less than 7

3 + _______
_______ 5 is greater than 7

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 Reasoning - 1 Compare Statements (1)

Would you rather have 5 candies

and 2 candies, or 7 candies?

Using the numbers 0 – 10, how many different

ways can you complete the boxes?

____ + 7 = _____
____ + ____ > 4
____ + ____ < 9

Explain your answer.

Use cubes or draw an image to help you.

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 Reasoning - 1 Compare Statements (1)

Would you rather have 5 candies

and 2 candies, or 7 candies?

I don’t mind because

I know that 5 and 2 is equal to 7.

Possible answers:
3 + 7 = 10
1+4>4
1+1<9

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 Reasoning - 2 Compare Statements (1)

What signs are missing?

8+2 10

8 3+7

8 > 10 3
Explain how you know.

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 Reasoning - 2 Compare Statements (1)

What signs are missing?

8 + 2 = 10 because I know that 8

and 2 is equal to 10.

8 < 3 + 7 because I know that 8 is

less than 10.

8 > 10 – 3 because I know that 8 is

greater than 7.

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 Discussion Compare Statements (1)

What does greater than mean?

How do we know that ___ + ___ is greater than ____?
What else can it be greater than?

What does less than mean?

How do we know that ___ + ___ is less than ____?
What else can it be less than?

What language is missing?

What steps do we need to take

to help us complete the problem?

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 Compare
Statements (2)

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Fluency & Reasoning Teaching Slides
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 Activity 1 Compare Statements (2)
Complete using <, > or =

___ + ___ ___ + ___

_ __ ___ __
__ _ _ _ _
__ __ __ __
_
_ _ __
_ __ _ _
__

___ - ___ ___ - ___

Do we always need to solve each calculation before we compare?

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 Activity 1 Compare Statements (2)
Complete using <, > or =

>
5 + ___
___ 3 3
4 + ___
___
_ __ ___ __
__ _ _ _ _
__ __ __ __
_

_ __
_ _ > _ _ __
__

2
8 - ___
___ ___ 4
7 - ___

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 Activity 1 Compare Statements (2)
Complete using <, > or =

______ + ______ ______ + ______

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 Activity 1 Compare Statements (2)
Complete using <, > or =

2 7
______ + ______ > 4 2
______ + ______

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 Activity 2 Compare Statements (2)
Rosie has 8 candies and eats 4 of them.
Tia has 7 candies and eats some of them.
They now have the same number of candies.

Rosie Tia

8–4 7 – ____ 8 – 4 is equal to 7 – ____

Can you draw a picture to represent this? Use your picture to
help you complete the number sentences.
How can we prove that they are equal?

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 Activity 2 Compare Statements (2)
Rosie has 8 candies and eats 4 of them.
Tia has 7 candies and eats some of them.
They now have the same number of candies.

Rosie Tia

8–4 = 3
7 – ____ 3
8 – 4 is equal to 7 – ____

Can you draw a picture to represent this?

Use your picture to help you complete the number sentences.
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 Reasoning - 1 Compare Statements (2)

6 + 3 is greater than 5 + 5
because 6 is greater than 5.
Malachi

Is he correct? Explain why.

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 Reasoning - 1 Compare Statements (2)

6 + 3 is greater than 5 + 5
because 6 is greater than 5.
Malachi

No, because
6+3=9
5 + 5 = 10
and 9 < 10

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 Reasoning - 2 Compare Statements (2)

Use the digit cards to

complete the sentences.

3 4 5 6
____ + ____ = ____ + ____
____ – ____ = ____ – ____
____ – ____ > ____ – ____
____ – ____ < ____ + ____

Can you write any more number sentences

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 Reasoning - 2 Compare Statements (2)

Use the digit cards to

complete the sentences.

6+3=5+4
6–5=4–3
6–3>5–4
6–3<5+4
Etc.

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 Discussion Compare Statements (2)

Do we always need to solve each calculation

before we compare?

Which symbol should be used?

How can we prove that they are equal?

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