Addition as counting on and subtraction as counting back (six days).
Using a range of contexts, children continue to learn to count on to solve addition, whilst being able to see the first number of objects, and then the first quantity only as a numeral. To encourage them to count on rather than counting all, they focus on counting on one or two. They record the corresponding additions. Children learn to take away one or two by seeing what’s left, record the corresponding subtractions, and begin to count back. They begin to learn that subtraction and addition ‘undo’ each other.
Find more lesson plans and resources at www.hamilton-trust.org.uk.
Using a range of contexts, children continue to learn to count on to solve addition, whilst being able to see the first number of objects, and then the first quantity only as a numeral. To encourage them to count on rather than counting all, they focus on counting on one or two. They record the corresponding additions. Children learn to take away one or two by seeing what’s left, record the corresponding subtractions, and begin to count back. They begin to learn that subtraction and addition ‘undo’ each other.
Find more lesson plans and resources at www.hamilton-trust.org.uk.
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