Module 4 Calculating
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Can I say what needs to be added to a two-digit number to make the next multiple of ten?

Example review questions

  • Show me 36 on a bead string. What do you need to add to 36 to make the next multiple of 10? How do you know? What number fact to 10 is helpful?
    A 36 + 14 bead string
  • 32 + empty box = 40
  • What must I add to 14 to make 20? What addition bond to 10 could help?
  • What is 30 subtract 27? How did you work that out?
  • What could the missing sign and number be on this number line?
    A number line showing 47 and 50
  • What is the difference between 6 and 10? What about 16 and 20, and 26 and 30? Which number fact are you using each time?

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 say what needs to be added to a two-digit number to make the next multiple of ten? - teaching guidance | 57KB 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 Counting on & back ITP | 34KB new window

SWF file Beadsticks ITP | 204KB new window

PDF file Year 2 Block A lesson notes | 1181KB new window

Opportunities to use and apply

Possible contexts include:

  • Calculations that involve counting on to find the difference, e.g. 32 − 28, 41 − 27 How could knowing what to add to make the next multiple of 10 help you to find the difference between these pairs of numbers?
  • Calculations that involve crossing a multiple of 10, e.g. solving 24 + 8 by partitioning the 8 into 6 and 2 (and so working out that 24 + 6 = 30 and 30 + 2 = 32).
  • Word problems, e.g.
    It is 50 miles to London from our house. We have travelled 46 miles. How much further is there to go?
    My brother weighed 43kg a few months ago and now he is 50kg. How much weight has he put on? How did you work it out?
  • Measures, e.g. how much further does the plant need to grow to reach 50cm? How much longer does your standing long jump need to be to reach 50cm?

Confirming learning

Ask probing questions such as:

  • How would you work out the missing number in
    23 + empty box = 40?
    What about 60 − empty box = 55?
    What about 60 – empty box = 45?
  • Look at this number sentence, 54 + 6 = 60. Ben said that he worked it out by putting the biggest number in his head and then counting on using his fingers. Ali said that she found it really easy to work out because she knew that
    4 + 6 =10. What did she mean?
  • 50 − 7. Saida said that she used her fingers to count back 7 from 50. Her answer was 44. Was she right? How would you work out the answer?
  • What calculation might this be? Explain why? Could it be a different calculation?
    A number line showing 34 and 40