Maths Autumn 1

Teaching Point 1.8

Place Value, Addition and Subtraction

Teaching Point 1.9

Place Value, Addition and Subtraction

Teaching Point 1.11

Place Value, Addition and Subtraction

Teaching Point 1.12

Place Value, Addition and Subtraction

Teaching point 1: One ten is equivalent to ten ones. 

Teaching point 2: Multiples of ten can be represented using their names or using numerals. We can count in multiples of ten.
 

Teaching point 3: Knowledge of the 0–10 number line can be used to estimate the position of multiples of ten on a 0–100 number line.
 

Teaching point 4: Adding ten to a multiple of ten gives the next multiple of ten; subtracting ten from a multiple of ten gives the previous multiple of ten.
 

Teaching point 1: There is a set counting sequence for counting to 100 and beyond.
 

Teaching point 2: Objects can be counted efficiently by making groups of ten. The digits in the numbers 20–99 tell us about their value.
 

Teaching point 3: Each number on the 0–100 number line has a unique position.
 

Teaching point 4: The relative size of two two-digit numbers can be determined by first examining the tens digits and then, if necessary, examining the ones digits, with reference to the cardinal or ordinal value of the numbers.
 

Teaching point 5: Each two-digit number can be partitioned into a tens part and a ones part.
 

Teaching point 6: The tens and ones structure of two-digit numbers can be used to support additive calculation.

Teaching point 1: Addition of three addends can be described by an aggregation story with three parts.
 

Teaching point 2: Addition of three addends can be described by an augmentation story with a ‘first…, then…, then…, now…’ structure.
 

Teaching point 3: The order in which addends (parts) are added or grouped does not change the sum (associative and commutative laws).
 

Teaching point 4: When we are adding three numbers, we choose the most efficient order in which to add them, including identifying two addends that make ten (combining).
 

Teaching point 5: We can add two numbers which bridge the tens boundary by using a ‘make ten’ strategy.
 

Teaching point 6: We can subtract across the tens boundary by subtracting through ten or subtracting from ten.

Teaching point 1: Difference compares the number of objects in one set with the number of objects in another set; or the difference between two measures.
 

Teaching point 2: Difference is one of the structures of subtraction.
 

Teaching point 3: Consecutive whole numbers have a difference of one; consecutive odd/even numbers have a difference of two.
 

Teaching point 4: We can apply the structure of difference to compare data.