Overcoming barriers in mathematics – Knowing and using number facts

Example review questions

− = 9
What could the missing numbers be? What else?
Work out 4 + 7 + 16. What number facts did you use?
How many ways can you use 6, 8 and 14 in a number sentence?
Two numbers have a difference of 7. What could they be? What else?

Start at 19 on the number line. Count back in 4s. What numbers do you land on? Can you write down the number sentence for each jump?
What are the missing numbers? 7 + 8 = , 17 + 8 = ,
27 + 8 =
What is 12 − 5? How does this help you to find 120 − 50,
72 − 5?

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.

DOC file Can I recall and use addition and subtraction facts for numbers to 20? - teaching guidance | 82KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use number facts ITP | 215KB new window

SWF file Number facts ITP | 37KB new window

PDF file How to use number line ITP | 182KB new window

SWF file Number line ITP | 47KB new window

XLS file Addition and subtraction facts | 62KB new window

XLS file Which number where? | 321KB new window

PDF file Models and images for addition and subtraction facts to 20 | 164KB new window

DOC file Facts to 20 pupil record sheet | 72KB new window

PDF file Springboard 3, Unit 2 Addition and subtraction facts | 164KB new window

PDF file Springboard 4, Unit 2 Addition and subtraction facts | 186KB new window

Opportunities to use and apply

Possible contexts include:

word problems, including those that involve money and measures, e.g. Sam has saved £7 and earns another £5. How much more does he need to buy trainers that cost £20?
number patterns and sequences, e.g.
13 − 5 =
23 − 5 =
33 − 5 =
What comes next?

number problems and puzzles, e.g. The number in each brick is the sum of the two bricks just below it. Complete these walls. How many ways can you find to complete the second pyramid?
problems from the Mathematical challenges booklet | 920KB , e.g. problems 31, 32 and 35.

Confirming learning

Ask probing questions such as:

Look at this number sentence: + = 19. What could the two missing numbers be? How many possible pairs are there? How do you know you have got them all?
What is 13 − 8? What other subtractions using numbers up to 20 give an answer of 5?
15 + 4 + 5 + 3 =
Which numbers did you add first? Why?

Write one of these numbers into each box to make a correct sum. 14, 7, 9, 16, 5
= +
Which addition fact could you use to find the answer to
12 − 4?

Overcoming barriers in mathematics –

helping children move from level 2 to level 3

Example review questions

Teaching guidance

Consolidation and practice

Number facts

Number line

Opportunities to use and apply

Confirming learning