12 13 14 15 16 17 the difference between” or many more?” “Find “how Find the difference between 8 and 5. Key vocabulary: equal to, take, take away, less, minus, subtract, leaves, distance between, how many more, how many fewer / less than, most, least, count back, how many left, how much less is_? Key skills: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts to 20 and within 20. Subtract with one-digit and two-digit numbers to 20, including zero. Solve one-step problems that involve addition and subtraction, using concrete objects (i.e. bead string, objects, cubes) and pictures, and missing number problems. Read and write numbers from 0 to 20 in numerals and words. Subtract with 2-digit numbers. Use partitioning to subtract by counting back on a number line. 42 - 23 19 20 21 22 32 42 Year As children become confident they can use more efficient jumps; 47 - 23 2 24 27 47 the difference” could be extended to work with larger numbers. “Finding Counting on 32 18 = Children should be taught to think of this as – 18 + ____ = 32
12 13 14 15 16 17 “Find the difference between” or “how many more?” Find the difference between 8 and 5. Key vocabulary: equal to, take, take away, less, minus, subtract, leaves, distance between, how many more, how many fewer / less than, most, least, count back, how many left, how much less is_? Key skills: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts to 20 and within 20. Subtract with one-digit and two-digit numbers to 20, including zero. Solve one-step problems that involve addition and subtraction, using concrete objects (i.e. bead string, objects, cubes) and pictures, and missing number problems. Read and write numbers from 0 to 20 in numerals and words. Year 2 Subtract with 2-digit numbers. Use partitioning to subtract by counting back on a number line. 42 - 23 19 20 21 22 32 42 As children become confident they can use more efficient jumps; 47 - 23 24 27 47 “Finding the difference” could be extended to work with larger numbers. Counting on 32 – 18 = Children should be taught to think of this as 18 + ____ = 32
written-maths-methods.docx