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Maths

Wednesday 1st April

Within bonds to 20 this is also about being able to recognise bonds therefore from 5 to 19. This exercise is about exploring the recall of the bonds to these numbers or working them out.

With this in mind there are a lot of facts to recall so we need to start with what we already know… we know 1 less than a number so we know that 14 is 1 less than 15 therefore 14+ 1 = 15. Most children can partition into 10s and 1s so 15 it is simple to see that 10 + 5 = 15. Are there any numbers that are doubles? Or near double? Thinking about these facts please complete below and focus on learning as many as possible.

Warm up revise -Task for all: adult to model bond to 2 is 2+0 or 1+1

Bond to 3 = 1+2 or 3+0 (or commutative law anyway round)

Bond to 4 = 3+1, 2+2 or 4+0

Year 1

How many ways can we make 5, 6, 7, 8 and 9.

 

Year 2

How many ways can we make 5, 6, 7, 8, 9

But what number patterns do you notice? For example  2 + 4 = 6 this is even + even = even and this is linked to skip counting in 2s. Give some reasons for why your answer makes sense.

 

Thursday

EXT write these out in 2 different columns 1 for even and 1 for odd…. NB are there any obvious patterns?

Quick fire recall of the bonds.

5 = 2 + ___              5 = 4 + ___       6 = 4 + __

6 = 3 + ___              6 = 1 + ___        7 = 2 + ___

7 = 4 + ___               7 = 6 + -___       8 = 3 + ___

8 = 2 + ___              8 = 4 + ___        8 = 7 + ___

9 = 5 + __                 9 = 2 + ___          9 = 1 + ___

9 = 6 + ___               

 

EXT   

90 = 20 + ___           50 = 30 + ____       80 = 40 + ___

70 = 50 + ___            60 = 10 + ____        40 = 30 +_____

 

Friday Task for all: adult to model bond to 11 is linked to bonds to 10 but add 1 more so 10 + 1. 9 + 2, 8 +3….

Discuss how you can then make 12, 13, and 14 work out together adult modelling/scribing…

Main task:

Numbers for all – Write down the bonds for 15, 16, 17, 18, 19

Extend this activity if your child can (Band 2) by writing why…. How do you know?

I know that 2 + 3 = 15 therefore 2 + 13 = 15

I know that double 8 is 16 so therefore 8 + 8 = 16

I know that 1 ten and 7 ones are 17

so 9 is 1 less than 10 so 9 + 8 = 17

 

This week our math's topic is number bonds. It is a band 1 and band 2 objective to know number bonds to 10 from memory or within quick recall. This then extends to using the bonds further to other multiples of 10. This also includes applying it to subtraction and missing numbers. Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14) Inverse operations and commutative law also comes into this.... 

 

Monday

Group 1 to recall the numbers that add together to make 10 – complete from 0 to 10. Revise and think about the ‘Balance’ i.e 2 + 8 so if I go up on the low side it’s then 3 and down on the high it’s 7. Think mathematically and also about what you already know. I know 5 + 5 = 10 so 6 + 4 then is also 10.

Group 2 (This groups is more secure with the above bonds and will now apply to 20)

___ + 3 = 20                 __ + 18 = 20                 ___ + 14 = 20

 

7 + __ = 20                   5 + ___ = 20               ___ + 11 = 20

 

___ + 20 = 20                __ + 1 = 20                   ___ + 16 = 20

 

Group 3 this group uses bonds to 10 to support addition of 2 digit numbers to one another. NB encourage your child to explain their working…

23 + ___ = 50                    55 + ___ = 70                 42 + ____ = 60

 

12 + ___ = 80                    21 + ___ = 90                   16  + ___ = 30

 

90 =  77 + ___                 100 = 14 + ___                 80 = 71 + -____

 

 

Tuesday – apply yesterday’s addition facts to the inverse – subtraction

Group 1 (instead of using fingers or counters please think logically)

10 – 6 =                  10 – 0 =                 10 – 3 =           10 – 1 =

10 – 5 =                 10 – 2 =                  10 – 8 =           10 – 4 =

 

Group 2

 

20 – 13 =            20 – 1 =                20 – 18 =                 20 – 7 =

 

20 --- 15 =            20 – 4 =              20 – 0 =                  20 – 2 =

 

Group 3 When I have taken away the single digit in the ones what will be left? Then how many tens remain after the 10s have gone? For example: 70 – 12 so if I take the 2 it should leave an 8 in the ones. Then I have a ten made from the 2 + 8 so that then means I have the ten left from the 12 and the ten I made from 2 + 8 so I have 20. 70 -20 is 50 therefore my answer is 58. Or inverse 12 + 8 = 20 20 + 50 = 70….. or chunk 70 – 2 = 68 – 10 = 58 (all methods are acceptable – children find what works best for them).

 

60 – 13 =                40 – 21 =          70 – 25 =            90  - 33 =

 

80 – 49 =                50 – 14 =           90 – 74  =         60 – 22 =  

     

 

EXT 100 – 60 =                 100 – 40 =          100 – 10 =     100 – 20 =

1000 – 200 =             1000 – 400 =


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