First Level
Class: ________________________________ Session:__________________________
Addition and
Subtraction
First Level (1)
I can share ideas with
others to develop ways
of estimating the
answer to a calculation
or problem, work out
the actual answer, then
check my solution by
comparing it with the
estimate
MNU 1-01a
RECALL
Number bonds to 10 e.g. 3 + 7, or
what to add to a single digit
number to make 10,
e.g. 3+
= 10 or
+ 7 = 10
I have investigated how
whole numbers are
constructed, can
understand the
importance of zero
within the system and
can use my knowledge
to explain the link
between a digit, its
place and its value.
MNU 1-02a
I can use addition,
subtraction,
multiplication and
division when solving
problems, making best
use of the mental
strategies and written
skills I have developed.
MNU 1-03a
Addition facts for totals to at least
5, e.g. 2 + 3, 4 + 3
Addition doubles for all numbers
to at least 10, e.g. 8 + 8
First Level (2)
RECALL
Number bonds to at least 10,
including subtraction facts
e.g. 3+4=7, 4+3=7, 7-4=3, 7-3=4
Link Number Talks –Counting
All/Counting On (pg59-60)
Number pairs with totals to 20building on knowledge of
numbers bonds to 10 e.g. 3+7=10
13+7=20
Number pairs with multiples of
10 with totals to 60, then 100
e.g. 40 + 20 = 60, 70 + 30 = 100
Number pairs with two digit
numbers to make the next
multiple of 10
e.g. 52 +
= 60
First Level (3)
RECALL
Addition and subtraction facts for
all numbers to 20,
e.g. 9+8, 17-9, drawing on
knowledge of inverse operations.
Link Number Talks –Making
Tens (pg185-186)
Sums and differences of multiples
of 10, within 1000
e.g. 50+80, 120-90
Pairs of two-digit numbers with a
total of 100
e.g. 32+68 or 32+
= 100
Addition doubles for multiples of
10 and 100, e.g. 90 + 90
addition doubles for all numbers
to 20 and multiples of 10 to 50
e.g. 17 + 17, 40 +40
SKILLS
(mentally, with jottings and
materials if needed)
Add or subtract a pair of single
digit numbers,
e.g. 4+5, 8-3
Link Number Talks –Making
Tens: Rekenreks (pg112),
Double Ten Frames (pg114),
SKILLS
(mentally, with jottings and
materials if needed)
SKILLS
(mentally, with jottings and
materials if needed)
Add or subtract a pair of single
digit numbers, including bridging
10, e.g. 5+8, 12-7
Link Number Talks –Making
Tens (pg125-128), Making
Landmark or Friendly
Add and subtract groups of small
numbers,
e.g. 5-3+2, 27+12-9
Link Number Talks –Making
Tens (pg185-188)
Number Sentences (pg117)
Numbers (pg129-132)
Add or subtract a single digit
number to or from 10 up to 20
e.g. 13+5, 17-3
Link Number Talks –Counting
All/Counting On: Dot Cards
(98), Rekenreks (pg 101),
Double Ten Frames (pg 103),
Number Sentences (pg106)
Add any single digit number from
a multiple of 10 e.g. 60+5
Add a single digit to a multiple of
10 e.g. 30+ 7 or 80+7
Add near doubles within totals of
20, e.g. 6+7
Count on from and back in ones
from a given two digit number.
Count on from and back to zero in
ones, twos, fives or tens e.g.
Count back in two’s from 8
Count on and back in tens from a
single digit number within 100
Add doubles and near doubles,
e.g. 6+7
Link Number Talks –
Doubles/Near Doubles:
Rekenreks (pg107) , Double
Ten Frames (pg109), Number
Sentences (pg 111)
Subtract any single digit number
from a multiple of 10, e.g. 80-7
Add or subtract a single digit
number to or from a two digit
number, e.g. 23+5
then bridging the tens boundary,
e.g. 52-7
Add/Subtract a multiple of 10 to
or from any two digit number up
to 100 (then beyond), e.g. 27+60,
72-50
Link Number Talks –Adding up
in chunks (pg141-145)
Add/Subtract near tens to or
from a one or two digit number
within 100
e.g. 6 + 9 as 6 + 10 – 1 or
33 – 11 as 33-10-1
Link Number Talks –Making
Landmark or Friendly
Numbers (pg118),
Compensation (pg137-140)
Add near doubles within totals of
100, e.g. 13+14, 39+40
Link Number Talks –
Doubles/Near Doubles (pg121124)
Add two digit numbers to two
digit numbers,
e.g. 23+22, then bridging 10
Add or subtract two digit
numbers which do not bridge
10’s or 100’s e.g. 34+65, 68-35
Add or subtract a two digit
number to or from a multiple of
10, e.g. 50+38, 90-27
Link Number Talks –
Subtraction: Adding Up
(pg146-149)
Add and subtract two digit
numbers, e.g. 34 +65, 68 -35
Link Number Talks –
Subtraction-Removal (pg150154)
Add near doubles beyond totals
of 100 e.g. 55+57, 60+70
Count on and back from a single
digit number in 3s, 4s within 100
e.g. Start at 2 and count in 3s.
e.g. 27+35
Link Number Talks –Breaking
each number into place value
(pg133-136)
STRATEGIES – Learners should understand when to use and be able to apply these strategies.
See Addition and Subtraction mental maths booklet: Partitioning (pg38-54)
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Emphasise the use of estimation and rounding in calculations
Re-order numbers when adding, e.g. put the larger number first
Count on or back in 1’s,2’s,5’s,10’s
Partition small numbers, e.g. 8 + 3 = 8 + 2 + 1,
Partition and combine tens and ones, partition and combine multiples of tens and ones
Partition: double and adjust, e.g. 5 + 6 = 5 + 5 + 1
Partition: bridge through 10 and multiples of 10 when adding and subtracting
Partition: count on in tens and ones to find the total/difference
Partition: add a multiple of 10 and adjust by 1
Partition: add or subtract 10 or 20 and adjust
Partition: count on or back in minutes and hours, bridging through 60 (analogue times)
Use patterns of last digits, e.g. 0 and 5 when counting in fives
Use knowledge of pairs making 10, e.g.60 – 7 think 10 – 7 = 3, so 60 – 7 = 53
Identify pairs totalling 10 or multiples of 10
First Level
Multiplication
and Division
MNU 1-01a
I can share ideas with
others to develop ways
of estimating the
answer to a calculation
or problem, work out
the actual answer, then
check my solution by
comparing it with the
estimate
Class: ________________________________ Session:__________________________
First Level (1)
First Level (3)
RECALL
RECALL
RECALL
Doubles of all numbers to 10,
e.g. Double 6
Doubles of all numbers to 20, e.g.
Double 13 and corresponding
halves
Multiplication facts for the 3,4,9
times tables and corresponding
division facts
Doubles of multiples of 10 to
50,e.g. Double 40 and
corresponding halves
Doubles of multiples of 10 to 100,
e.g. double 90, and corresponding
halves
Odd and even numbers to 20
MNU 1-02a
I have investigated how
whole numbers are
constructed, can
understand the
importance of zero
within the system and
can use my knowledge
to explain the link
between a digit, its
place and its value.
MNU 1-03a
I can use addition,
subtraction,
multiplication and
division when solving
problems, making best
use of the mental
strategies and written
skills I have developed.
First Level (2)
Multiplication facts for the 2,,5,10
times tables and corresponding
division facts
Odd and even numbers to 100
SKILLS
(mentally, with jottings and
materials if needed)
SKILLS
(mentally, with jottings and
materials if needed)
Count on from and back to zero in
ones, twos, fives or tens within
100.
Double any multiple of 5 up to 50
e.g. double 35
SKILLS
(mentally, with jottings and
materials if needed)
Double any multiple of 5 up to
100, e.g. 75
Halve any multiple of 10 up to
200, e.g. halve 170
Halve any multiple of 10 up to
100, e.g. halve 90
Multiply one digit number or two
digit numbers by 10 or 100,
e.g. 7x100, 46x10, 54x100
Find half of even numbers to 40
Find the total number of objects
when they are organised into
groups of 2, 5 or 10
Find unit fractions of numbers
and quantities
e.g. 1/4 of 16, 1/3 of 27
(using known table facts)
Find unit fractions of numbers
and quantities e.g. 1/2 of 20, 1/5
of 25
(using known table facts)
STRATEGIES – Learners should understand when to use and be able to apply these strategies.
See Multiplication and Division mental maths booklet
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Emphasise the use of estimation and rounding in calculations
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Use patterns of last digits e.g. 0 and 5 when counting in fives
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Partition: double the tens and ones separately, then recombine
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Partition then recombine e.g. double 35 = double 30 + double 5
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Using halving as inverse of doubling and doubling is equivalent to multiplying by 2
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Use multiplication facts from the 2,3,4,5,9,10 times tables e.g. Recognise that there are 15 objects altogether because there are 3 groups of 5.
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Link multiplication and division facts to unit fractions e.g. Finding 1/3 of 9 = 9 ÷ 3
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Recognise that when multiplying by 10 or 100, the digits move one or two places to the left and zero is used as a place holder, also applying
the inverse.
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Peter Patilla strategies e.g. Counting stick
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Recognise that finding a unit fraction is equivalent to dividing by the denominator and use knowledge of division facts
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Emphasise the importance of using mental maths skills and recall in a variety of contexts, e.g. Money