Overcoming barriers in mathematics

Example review questions

Start at 34 and count on three lots of ten. Show that on a number line. Where do you land? Now write that as a number sentence.
What is 23 + 10? 23 + 20? 23 + 50?
Complete the empty boxes.
= 26 + 20

Altogether Sam and Annie have 96p. If Sam has 66p how much money must Annie have?
What is 56 − 10? 56 − 30? 56 − 50?
Subtract 30 from 56. What did you write, draw or imagine to help you?
Fill in the empty boxes.

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 add and subtract a multiple of ten? - teaching guidance | 155KB 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

PDF file Counting on and back in ones and tens models and images chart | 202KB new window

PDF file Subtracting ten game | 181KB new window

Opportunities to use and apply

Possible contexts include:

Word problems involving money and measures, e.g. the bike I want to buy costs £85. I have saved £55. How much more do I need to save? A plant is 48cm tall. It grows another 30cm. How tall is it now?
Sequences, e.g. Complete these sequences:
, 23, 33, 43, ,
, , 55, 75, 95
Find examples that satisfy a statement, e.g. When I subtract 20 from a number the units number stays the same.

Explaining reasoning, e.g. Count on in tens from the number 27. Will the number 85 be in the count? How do you know? Use some equipment or an image to help you explain.
Add or subtract a near multiple of ten, e.g. work out that 35 + 19 = 54 because it is the same as 35 + 20 − 1.

Confirming learning

Ask probing questions such as:

What could the missing sign and number be on the jump on this number line?

Is there more than one possibility?

David said that 17 + 20 = 19. Can you think of what he might have done to get this answer? How would you show him how to find the answer?
What could the missing numbers be?
is 10 less than
is 20 more than
What other numbers could you choose?
When I subtract a multiple of 10 from a two-digit number the units number always stays the same? Is this true?

Overcoming barriers in mathematics –

helping children move from level 1 to level 2

Example review questions

Teaching guidance

Consolidation and practice

Opportunities to use and apply

Confirming learning