Fact Families 8 Facts Year 1 Addition and Subtraction Learning Video Clip

Step 14: Fact Families 8 Facts Year 1 Addition and Subtraction Learning Video Clip

Dot the Dinosaur is visiting the river for a drink. However, she sees lots of interesting creatures by the river that she has never seen before! Help Dot add up all the creatures by using your addition and subtraction knowledge before they all swim away!

More resources for Autumn Block 2 Step 14.

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Discussion points for teachers

1. What could Dot’s part-whole model look like?
Discuss and remind the use of part-whole models. Where would the total go? What does a part-whole model tell us? Using the numbers we are given, where could we place them within a part-whole model? Are there 4 possibilities as Dot has stated?
Dot is correct. Various answers, for example: 4 + 3 + 2 = 9; 3 + 2 + 4 = 9; 2 + 4 + 3 = 9; 4 + 2 + 3 = 9

2. What subtraction calculations could Dot use to check her answer?
Discuss the number we have used – how could we use these numbers in order to create a subtraction calculation? How will we know we have subtracted the correct numbers?
Various answers, for example: 9 – 4 – 2 = 3

3. What addition calculation could Dot be thinking of?
Discuss how Dot could have condensed 3 numbers into 2 to add together instead. What combinations could she have used? What was the reason she did this? Will it matter that the ‘=‘ sign comes first?
Various answers, for example: 5 = 4 + 1

4. What subtraction calculation could Dot use to check her answer?
As above, discuss the number we have used – how could we use these numbers in order to create a subtraction calculation? How will we know we have subtracted the correct numbers? Will it matter that the ‘=‘ sign comes first?
Various answers, for example: 4 = 5 – 1

5. What related addition and subtraction calculations could Dot use now?
Discuss the term ‘related’. What does this mean? How do we know whether a number sentence is related to another or not? How many related facts will each number sentence have?
Various answers, for example: 2 + 2 + 3 = 7 and 7 – 2 – 2 = 3

6. What addition or subtraction calculations could Dot use to add or subtract 2 numbers instead of 3?
As above, discuss how Dot could have condensed 3 numbers into 2 to add together instead. What combinations could she have used? What was the reason she did this? Will it matter that the ‘=‘ sign comes first?
Various answers, for example: 5 + 2 = 7 and 7 – 5 = 2

7. Complete the number sentences to show the calculations Dot could use to work out the total number of frogs.
Discuss possible calculations that could be used to find the total number of frogs. Are there more possibilities than just 4?
Various answers, for example: 2 + 4 = 6; 6 – 4 = 2; 6 = 4 + 2; 2 = 6 – 4

8. What could Stan’s calculations be?
Discuss how we can prove that Stan is also correct?
Accept the other 4 facts that would be related to the answer above. Various answers, for example: 4 + 2 = 6; 6 – 2 = 4; 6 = 2 + 4; 4 = 6 – 2

9. What could their calculations be?
Discuss the use of the number ‘0’. Why are both Dot and Stan correct, despite Dot having added 2 numbers, whereas Stan had added 3 numbers?
Accept any combination of answers as long as Stan’s calculation includes a ‘0’ and both Dot’s and Stan’s calculations equal 3. Various answers, for example: 1 + 2 = 3 and 1 + 0 + 2 = 3

Optional discussion points for teachers

Does it matter in which order we put out numbers in when subtracting? Referring to previous steps, discuss how to placement of numbers will affect the number we get at the end. How is this different to addition?

National Curriculum Objectives

Mathematics Year 1: (1C2b) Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

Mathematics Year 1: (1C2a) Add and subtract one-digit and two-digit numbers to 20, including zero

Mathematics Year 1: (1C4) Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7=_________ 9

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