National curriculum content

• Add and subtract numbers mentally, including:
  • A three-digit number and ones
  • A three-digit number and tens
  • A three-digit number and hundreds
• Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
• Estimate the answer to a calculation and use inverse operations to check answers
• Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

Lesson objectives

1. Apply number bonds within 10
2. Add and subtract 1s
3. Add and subtract 10s
4. Add and subtract 100s
5. Spot the pattern
6. Add 1s across a 10
7. Add 10s across a 100
8. Subtract 1s across a 10
9. Subtract 10s across a 100
10. Make connections
11. Add two numbers (no exchange)
12. Subtract two numbers (no exchange)
13. Add two numbers (across a 10)
14. Add two numbers (across a 100)
15. Subtract two numbers (across a 10)
16. Subtract two numbers (across a 100)
17. Add 2-digit and 3-digit numbers
18. Subtract a 2-digit number from a 3-digit number
19. Complements to 100
20. Estimate answers
21. Inverse operations
22. Make decisions

What we want children to know

• Recognise patterns when we add and subtract 1, 10 and 100
• Know and understand place value and that ten ones are the same as one ten
• Learn that we can only hold single digits in each column, anything over must be exchanged
• Partition two-digit numbers in order to add and subtract from them
• Show addition and subtraction using different representations such as Base 10, arrows cards and place value charts
• Use their knowledge of inverse to work out missing number problems
• Use the column method, when appropriate, to solve addition and subtraction calculations
• Develop flexibility and be able to select the most effective method
• Check how reasonable their answers are and refer to ‘near numbers’
• Explore ways of checking to see if an answer is reasonable

What skills we want children to develop

Use knowledge to solve Reasoning and Problem Solving questions such as:

True or False?

Are these number sentences true or false?

E.g. 597 _ 7 = 614               804 – 70 = 744                    768 + 140 = 909

Explain your reasons.

Convince Me:

_ _ + _ _ + _ _

The total is 201. Each missing digit is either a 9 or a 1. Write in the missing digits.

Is there only one way of doing this or lots of ways? Convince me.

Always, Sometimes, Never:

Is it always, sometimes, never true that if you subtract a multiple of 10 from any number the ones digit of that number stays the same.

Mathematical talk

• How many different ways can you represent 200 + 300?
• Using Base 10, can you partition your numbers?
• How many tens can we add to 352 without exchanging?
• How many ones do we need to exchange for one ten?
• What do you notice when we add and subtract 100s from a 3-digit number?
• Do we need to write a zero in the hundreds column when there are no hundreds left?
• Can you draw a picture of this representation?