Sort subtractions into counting up (difference) and counting back (take away) (four days).
Subtractions are worked out using both by counting up (finding a difference) and counting back (take away), and the ease of each discussed. Children are then given subtractions and asked to choose to use counting up or counting back to solve them. To begin with, the choice is fairly obvious as the numbers are either very close together or the number subtracted very small, but as the sessions progress the choice is less obvious, and personal preference comes into play. They use Target 10 (T10) to count up (e.g. 64 – 58) and to subtract a single-digit number (e.g. 64 – 7), and Jump 10 (J10) to count back in tens, then subtracting the ones digit (e.g. 64 – 21).
Find additional lesson plans and resources at www.hamilton-trust.org.uk.
Subtractions are worked out using both by counting up (finding a difference) and counting back (take away), and the ease of each discussed. Children are then given subtractions and asked to choose to use counting up or counting back to solve them. To begin with, the choice is fairly obvious as the numbers are either very close together or the number subtracted very small, but as the sessions progress the choice is less obvious, and personal preference comes into play. They use Target 10 (T10) to count up (e.g. 64 – 58) and to subtract a single-digit number (e.g. 64 – 7), and Jump 10 (J10) to count back in tens, then subtracting the ones digit (e.g. 64 – 21).
Find additional lesson plans and resources at www.hamilton-trust.org.uk.
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