Place Value

This term we will continue developing our place value understanding by building on what we learnt in year 1. Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. We will recognise tens and ones in a given number and use this knowledge to help us partition numbers up to 100. We will also use number lines and place value charts and use mathematical language like 'greater than', 'less than' and 'equal to' when comparing numbers. 

We will use base ten/Deines blocks where each cube represents units/ones and a rod of ten cubes represents tens. 

In Key Stage 1, a child might be given some base ten equipment and be asked to make a number such as 43. They would need to select 4 tens rods and 3 ones blocks. This makes it very clear to them that a two-digit number it made up of tens and ones. It also helps them to practise counting in tens. A child may also be asked to make the number 34 using arrow cards. They would need to take the 30 and the 4 and put them together so that the arrows were lined up. This again helps to make clear that a two-digit number is made up of tens and ones.

It is absolutely vital that children understand place value before they can go onto adding and subtracting two-digit numbers.

The children this year will learn to:

• Count in steps of 2, 3, and 5 from 0, and in tens from any n umber, forward and backward
• Recognise the each place value of digit in a two-digit number (tens, ones)
• Identify, represent and estimate numbers using different representations, including the number line
• Compare and order numbers from 0 up to 100; use <, > and = signs
• Read and write numbers to at least 100 in numerals and in words
• Use place value and number facts to solve problems

Addition and Subtraction

In this unit, we will look at our number bonds to ten and how sums have a relationship called fact families. 

We will start to use our knowledge of number bonds to 10 and apply our understanding to number bonds to 100. 

This year the children will extend their understanding of the language of addition and subtraction to include sum and difference.

Children practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 − 7 = 3 and 7 = 10 − 3 to calculate 30 + 70 = 100; 100 − 70 = 30 and 70 = 100 − 30. They will check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and associativity of addition.

We will add and subtract 1 and then add three 1-digit numbers. for example, 4 + 3 + 6 = 13. Here the children will be taught to look for any number bonds that make 10. So in my example, 4 + 6 = 10, then we need to add the 3 to make 13.