The Year 2 Add and Subtract 10s PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
tens: A group of 10 ones together is the same as 1 ten.
multiples of 10: Counting in groups of 10. The ones digit will always be a 0.
Base 10: A physical resource which represents numbers. The small cubes represent ‘ones’; the rods represent ‘tens’ and are made up of 10 small cubes; the squares represent ‘hundreds’ and are made up of 10 rods.
hundred square: A grid of 100 squares, numbered 1 to 100. It can be used to count forwards and backwards and to spot patterns in numbers.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Counting tens and ones in Base 10; adding tens with number sentences; jumping back in 10s on a number line.
Support
• Q1: Add 10s using Base 10; tens calculation given to complete first.
• Q2: Subtract 10s on a number line; the first jump back is labelled.
• Q3: Add and Subtract 10s on a hundred square; start numbers circled.
Core
• Q1: Add 10s using Base 10; the start number and the tens added are given.
• Q2: Subtract 10s on a number line; only the start number is labelled.
• Q3: Add and Subtract 10s on a hundred square; numbers not circled.
Stretch
• Q1: Write and solve the addition shown by Base 10; no numbers are given.
• Q2: Find two missing numbers in a subtraction using a number line.
• Q3: Find missing numbers in additions and subtractions using a hundred square.
Reasoning and Problem Solving
Support
• Q1: Reasoning – judge whether a character has added or subtracted tens correctly; Base 10 given.
• Q2: Reasoning – check a method; fully labelled number line given.
• Q3: Problem Solving – use two clues to find numbers; the tens digit is given.
Core
• Q1: Reasoning – judge whether a character has added or subtracted tens correctly; number line with end points labelled given.
• Q2: Reasoning – check a method; number line with end points labelled given.
• Q3: Problem Solving – find numbers from a ones digit and an answer range.
Stretch
• Q1: Reasoning – judge whether a character has added or subtracted tens correctly.
• Q2: Reasoning – check a method; number line with start number labelled given.
• Q3: Problem Solving – use two clues to find numbers; write each calculation.
Deeper Reasoning
The question in this set focuses on finding different routes through a maze that return to the starting number without exceeding 100 to deepen understanding in adding and subtracting numbers using concrete objects and pictorial representations, including: a two-digit number and ones; a two-digit number and tens and two two-digit numbers.
