Module 3 Knowing and using number facts
Select each tab to find out more or use the breadcrumb trail to go to another part of this resource.
Can I recall all addition and subtraction facts for each number to 10?

Example review questions

  • What addition sentences could you write to match the pegs on this coat hanger?
    A coathanger with 8 pegs on the left and 3 on the right
  • What is 8 subtract 3?
  • empty box + empty box = 9. What could the missing numbers be?
  • How many different pairs of numbers can you remember that have a total of 7?
  • If there are 10 counters altogether, how many are hidden in the pot? What subtraction sentence could you write to show this?
    A pot with seven counters outside it
  • If you know 7 + 3 = 10, what is 10 − 7 and 10 − 3?
  • 10 = empty box + 4

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I recall all addition and subtraction facts for each number to 10? - teaching guidance | 59KB new window

Consolidation and practice

These resources are to support children in guided or independent work.

PDF file ITP Guide | 4317KB new window

SWF file Number facts ITP | 38KB new window

PDF file Addition and subtraction facts to 20 models and images chart | 164KB new window

PDF file Target number 10 number board | 16KB new window

PDF file Subtraction facts game | 17KB new window

PDF file Number bond game | 16KB new window

PDF file Facts to 10 record sheet | 22KB new window

Opportunities to use and apply

Possible contexts include:

  • Patterns in calculation, e.g. What is 5 + 4? How can it help with 15 + 4, 25 + 4, 35 + 4? What do you add to 6 to make 10, to 16 to make 20, to 26 to make 30? What is 6 − 2? Can you use this to work out 16 − 2 and 26 − 2?
  • Using inverse operations, e.g. I thought of a number and subtracted 3. The answer was 6. What was my number? How do you know?
  • Word problems, e.g. write numbers in the boxes to make these number stories true: Sam has empty box stickers and Kate has empty box stickers. Altogether they have 7 stickers.
    There are 9 people on the minibus. empty box get off, empty box are left?
  • Problems from the PDF file Mathematical challenges | 634KB new window booklet, e.g. problems 1, 2, 3 and 5.

Confirming learning

Ask probing questions such as:

  • Anna says she can think of four different pairs of numbers that have a total of 8. How can you find out whether she is right?
  • 3 + 4 = 7. Can you make two subtraction sentences using these numbers?
  • Using numbers up to 10 find as many subtraction facts as you can with an answer of 5.
  • Write one of these numbers into each box to make an addition sentence with a total of no more than 9.
    7, 3, 2, 6, 5.
    empty box + empty box = empty box
  • How many different pairs of numbers can you remember that have a total of 6? How can you be sure you have got them all?