Module 2 Knowing and using number facts
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Can I find pairs of numbers that total 100?

Example review questions

  • What is 3 + 7? Give me another pair of numbers that total 10.
  • What is 30 + 70? Give me another pair of numbers that total 100.
  • 46 + Empty box = 100
    Can you explain how you can find the missing number?
  • What is the difference between 100 and 27?
  • Jamie spends 75p and pays with a £1 coin. How much change will he get?
  • Join the numbers that total 100.
    37, 52, 73, 62, 48, 63
  • I use 45 cm of a 1 m roll of tape. How much is left?
  • 100 = Empty box + 82

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 find pairs of numbers that total 100? - teaching guidance | 137KB 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 counting on and back ITP | 102KB new window

SWF file Counting on and back ITP | 34KB new window

PDF file How to use bead sticks ITP | 57KB new window

SWF file Bead sticks ITP | 204KB new window

XLS file Timed number bond | 92KB new window

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

DOC file Loop cards pairs to 100 resource | 32KB new window

Counting on and back

itp_counting_on_and_back.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of numbers to 100 through the simulation of a 100-bead string. Counting on and back ITP allows the child or teacher to add and subtract 1 or 10 to explore different counting and calculation strategies.

Bead sticks

itp_bead_sticks.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of place value. Beadsticks ITP allows the child or teacher to represent numbers (with up to four digits) and explore addition and subtraction. An animation demonstrates the process of grouping and exchanging.

Opportunities to use and apply

Possible contexts include:

  • money, e.g. Wilf buys a pencil and eraser. How much change will he get from £1?
    A picture of a pencil and an eraser. The pencil costs 25 pence. The eraser costs 35 pence.
  • measures, e.g. How much longer is a metre stick than a 30 cm ruler?
  • calculation, e.g. Bridging over 100.
    An unscaled number line from 89 to 107. There are markers displaying 89, 100 and 107. The counting stages are 11, between 89 and 100, and 7, betwen 100 and 107.
  • decimals, e.g. £0.47 + Empty box = £1.00
  • missing number problems, e.g. 100 − Empty box − Empty box = 25
    Find some different ways to fill in the boxes to give the correct answer.

Confirming learning

Ask probing questions such as:

  • Rick says that 34 + 76 = 100. Is he right? What mistake has he made?
  • I buy an apple that costs 45p and an orange that costs 38p. How much change will I get from £1?
  • I cut 53 cm from a 1-metre length of string. What length is left?
  • Empty box3 + Empty boxEmpty box = 100.
    Place a digit in each box so that the number sentence is correct. How many ways can you complete the number sentence? What patterns do you notice?
  • 40 + 60 = 100
    43 + Empty box = 100
    Will the number in the box be bigger or smaller than 60? Explain how you know.