Year 2 Teaching Sequence Spring 8 - Use pairs to ten and place value to add/subtract single-digit numbers (four
days)
Prerequisites:
 Know by heart pairs with a total of 10 (see oral and mental starter bank 8)
 Use pairs to ten to find the complement to the next multiple of ten (see autumn teaching sequence 8 and spring oral
and mental starter bank 8)
 Use place value to add and subtract (e.g. 30 + 4, 53 – 3) (see autumn teaching sequence 2 and spring oral and mental
starter bank 8)
 Partition single-digit numbers into any pair of single digit numbers (see oral and mental starter bank 8)
Overview of progression:
The bead bar is used to show the addition of single-digit numbers crossing through the next ten, e.g. 17 + 5. Children’s
attention is drawn to the 3 making 20, and then 2 making 22. They then record this first on a beaded line, and then on a
landmarked line where children will need to use their pairs to ten and knowledge of place value, rather than being able to
count the beads.
Children use place value and knowledge of number facts to subtract single-digit numbers crossing through a multiple of ten,
e.g. 22 – 5, using place value to subtract 2, then knowledge of number facts to subtract 3. They sort calculations according
to whether or not they need to bridge ten.
Note that bridging ten (also known as ‘Target the tens’, T10 for short) always involves two steps, one needing knowledge of
a pair to ten, and the other needing knowledge of place value, e.g. 17 + 5, by adding 3 to make 20, then adding 20 and 2 to
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS8 – Spr – 4days
make 22, using knowledge of place value. Children need to see that it is necessary to partition numbers in different ways
when targeting ten, e.g. when adding 5 to 26, 27, 28 and 29.
Note that children often find it a lot more difficult to use their knowledge of pairs to ten to subtract single digits from
multiples of ten than to find complements to the next multiple of ten.
Watch out for children who count on/back in ones rather than using their knowledge of pairs to ten and place value to
become more efficient.
Watch out for children who cannot partition the amount to be added into a number to make the next multiple of ten and
the rest, e.g. don’t know that they can split 5 into 3 and 2 when adding 5 to 17.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS8 – Spr – 4days
Objectives:
 Use pairs to ten to find the complement to the next multiple of ten
 Use place value to add and subtract (e.g. 30 + 4, 53 – 3)
 Add/subtract a single digit to/from a 2-digit number by bridging multiples of ten using knowledge of pairs to ten & place value
Whole class
Group activities
Paired/indiv practice
Resources
Show 28 beads on the bead bar. Say that you are
going to add on 5 beads. Slowly slide a group of 5
beads along to join them. What do you notice?
What is the next multiple of ten after 28? Can
you see the two beads going with 28 to make 30?
And then how many were added? And what is 30
add 3? Repeat with 38 + 5, then 25 + 7 and 35 + 7.
How do the colours of the beads help?
Show children a 0-100 beaded line and explain
that you are going to work out 26 + 7. Ask a child
to draw a label after the 26th bead. How many
beads to we need to make 30? How many more do
we need to add? What is the answer? Where is
that on the line? Repeat with 46 + 7 and 56 + 7.
We call this strategy ‘Target the tens’ or ‘T10’ for
short, as we’re trying to land on a multiple of ten
as we add on the single-digit number.
Show children a 0-100 landmarked line. Label 25.
I’m going to add 7. How many do I need to make
30? What number fact can we use to help us?
Draw a hop from 26 to 30 and label it + 4. How
many more do I need to add? What is 30 + 2? Do
you need to count on in ones? Why not? Where is
32 on our line? Label 32 and draw a hop from 30
to 32. So what is 25 + 7?
Repeat with 45 + 7, 67 + 5 and 38 + 7.
Group of 4-5 children
Show children sheets of paper each with
a calculation written on: 38 + 7, 49 + 7,
55 + 7, 46 + 7, 37 +7, 58 + 7, 76 + 7, 24 +
7, and 35 + 7. Discuss how you would
partition 7 to make the addition easier,
and why. Record this on the sheet, e.g. 2
+ 5. What pair to ten would you use to
help you to find the answer? Ask children
to choose four to find the answer,
recording their work on a landmarked
line.
Easier: Use a beaded line to record work.
Ask children to work in pairs
to choose either a landmarked
or beaded line to find:
38 + 5, 48 + 5, 57 + 5, 67 + 5,
45 + 6, 75 + 6, 68 + 6, 86 + 6,
37 + 7 and 45 + 8.
Easier: Children use beaded
lines.
Harder: Encourage children to
use landmarked lines.
 100 bead bar
 Large 0-100
beaded and
landmarked
lines (see
resources)
 Activity sheet
of 0-100
beaded lines
 Activity sheet
of one 0-100
beaded line
followed by
landmarked
lines (see
resources)
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS8 – Spr – 4days
Write 37 + 6 on the board.
Show a 1-100 number grid. Colour the multiples of
ten in red! These are the special numbers – they
match the end of the string of ten beads. (Show
this using a beaded line.)
Choose a child to come to point to 37. Discuss
what will happen when we add 6. We will cross a
multiple of ten (40).
Add three (to 40) and then three more (to 43) on
the grid. Write the answer to complete the
addition. 37 + 6 = 43.
Repeat using the 1-100 number grid to add 45 + 8.
Show how we again cross a ‘red’ number (multiple
of ten).
Show children calculations, 22 + 5, 27 + 5, 38 + 4,
33 + 4, 76 + 5, 43 + 5, 35 + 7, 23 + 6 each written
on a separate card (or text box on the IWB). Take
a few cards and discuss which calculations will
have answers which will ‘break’ into the next group
of ten beads and how they know. Test out their
ideas using the bead bar. Together sort the
remaining cards into two groups: cross a tens
number, don't cross a tens number.
Group of 4-5 children
Write the following calculations on
separate cards:
32 + 4, 32 + 9, 54 + 7, 54 + 3, 54 + 9
Take each in turn and ask children to
discuss how they would find the answer.
How would you work out 32 + 4? Would
you use T10? Why/why not? How could
you add 9? Is there another way? Draw
out also the strategy of adding 10, then
subtracting 1.
Ask children to work in pairs to find each
answer, choosing either a beaded or
landmarked line to help.
Easier: Use beaded lines.
Harder: Sort cards into T10, and not T10,
and ask children to think of two
calculations to add to each set.
Give children a sheet of two
sets: one of two-digit
numbers and one of singledigit numbers (see resources).
Ask children to work in pairs
to choose a number from each
set and to add them. They
predict whether they will
cross a multiple of ten or not.
They choose whether to use a
beaded line, a landmarked line
or 1-100 number grid with the
multiples of ten coloured in
red to solve them.
Easier: Children use beaded
lines.
Harder: Encourage children to
use landmarked lines.
Show 33 beads on the bead bar. Say that you are
going to subtract 3 beads. Slowly slide a group of
3 beads away from the remaining beads. What do
you notice? What is the multiple of ten before
Group of 4-5 children
Show children sheets of paper each with
a calculation written on: 33 - 4, 45 - 6, 54
- 5, 46 - 7, 31 - 7, 53 - 4, 72 - 4, 23 - 5,
Ask children to work in pairs
to choose either a landmarked
or beaded line to find:
35 – 6, 45 – 6, 72 – 6, 41 – 6,
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
 100 bead bar
 Large 0-100
beaded and
landmarked
lines (see
resources)
 1-100 number
grid with
multiples of ten
coloured in red.
 Cards with
calculations as
opposite
 Activity sheet
of two- and
single-digit
numbers (see
resources)
 Activity sheet
of 0-100
beaded lines
 Activity sheet
of one 0-100
beaded line
followed by
landmarked
lines (see
resources)
 100 bead bar
 Large 0-100
beaded and
landmarked
Y2 Maths TS8 – Spr – 4days
33? How many beads did we subtract to make 30?
Write 40 – 2 on the f/c. What is forty subtract
2? What pair to ten could we use to help? Point
this out using the ten beads of one colour. Repeat
showing 60 – 3 = and 70 – 4= and 50 – 5 =.
Show children a 0-100 beaded line and explain
that you are going to work out 34 – 5. Ask a child
to draw a label after the 34th bead. How many
beads do we need to subtract to reach 30? How
many more do we need to take away to subtract 5
in all? What is the answer? Where is that on the
line? Repeat with 44 – 5 and 54 – 5.
Show children a 0-100 landmarked line. Label 35.
I’m going to subtract 6. How many do I need to
subtract to reach 30? How do you know? Draw a
hop from 35 to 30 and label it -5. How many more
do I need to subtract? What is 30 – 1? What
number fact can we use to help us? Where is 29
on our line? Label 29 and draw a hop from 30 to
29, labelled - 1. So what is 35 - 6?
Repeat with 55 - 6, 75 – 6 and 92 – 3.
Write 32 - 6 on the board.
Show a 1-100 number grid. Make sure the
multiples of ten are coloured red! Remind chn that
these are special numbers.
Choose a child to come to point to 32. Discuss
what will happen when we count back 6. We will
cross a multiple of ten (30).
Count back two (to 30) and then four more (to 26)
on the grid. Write the answer to complete the
addition. 32 - 6 = 26.
Repeat using the 1-100 number grid to find 45 - 7.
34 - 6. Discuss how you would partition
each number to be subtracted to make
the subtraction easier, and why. Record
this on the sheet, e.g. 4 = 3 + 1. What pair
to ten would you use to help you to find
the answer? (1 + 9) Ask children to
choose four questions, recording their
work on a landmarked line.
Easier: Stick to rehearsing subtractions
where we count back 1, 2, 3, 4… e.g. 30 –
4 = 26, drawing on number pairs to ten (4
+ 6 = 10).
42 – 5, 52 – 5, 31 – 5, 24 – 5,
74 – 4 and 54 – 8.
Easier: Children use beaded
lines.
Harder: Encourage children to
use landmarked lines.
lines (see
resources)
 Activity sheet
of 0-100
beaded lines
 Activity sheet
of one 0-100
beaded line
followed by
landmarked
lines (see
resources)
Group of 4-5 children
Write the following calculations on
separate cards:
36 - 4, 36 - 9, 54 - 7, 54 - 3, 54 - 9
Take each in turn and ask children to
discuss how they would find the answer.
How would you work out 36 - 4? Would
you use T10? Why/why not?
How could you subtract 9? Is there
another way? Draw out also the strategy
of subtracting 10, then adding 1.
Give children a sheet of two
sets: one of two-digit
numbers and one of singledigit numbers (see resources).
Ask children to work in pairs
to choose a number from each
set, and also to subtract the
single digit from the two-digit
number. They predict
whether they will cross a
multiple of ten or not. They
 100 bead bar
 Large 0-100
beaded and
landmarked
lines (see
resources)
 1-100 number
grid with
multiples of ten
coloured in red.
 Cards with
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS8 – Spr – 4days
Show children calculations, 22 - 5, 27 - 5, 38 - 4,
33 - 4, 22 - 5, 27 - 6, 48 - 6, 53 - 7, each written
on a separate card (or text box on the IWB). Take
a few cards and discuss which calculations will
have answers which will ‘break’ into the next group
of ten beads and how they know. Test out their
ideas using the bead bar. Together sort the
remaining cards into two groups: cross a tens
number, don't cross a tens number.
Ask children to work in pairs to find each
answer, choosing either a beaded or
landmarked line to help.
Easier: Use beaded lines.
Harder: Sort cards into T10, and not T10,
and ask children to think of two
calculations to add to each set.
choose whether to use a
beaded line, a landmarked line
or 1-100 number grid with the
multiples of ten coloured in
red to solve them Easier:
Children use beaded lines.
Harder: Encourage children to
use landmarked lines.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
calculations as
opposite
 Activity sheet
of two- and
single-digit
numbers (see
resources, as
session two)
 Activity sheet
of 0-100
beaded lines
 Activity sheet
of one 0-100
beaded line
followed by
landmarked
lines (see
resources)
Y2 Maths TS8 – Spr – 4days