Year 1

We can add two one-digit numbers and a one-digit number to a two-digit number.

Year 1 Unit 5

What we are learning:

• We are now learning to add larger numbers together
• Start with practical objects – remember to use the same object when adding – for example adding 3 cars and 2 potatoes doesn’t make sense. Then move to pictures of objects.
• Don’t be tempted to set these out as formal recorded ‘sums’ yet – you are still reinforcing the concept and understanding of addition.
• Add more than two numbers together for example 5 + 2 + 1 so that children begin to ‘see’ that it doesn’t matter what order they add them in. This is an opportunity to ‘play’ with numbers.

ACTIVITY 1: ADDING NUMBERS USING OBJECTS

ACTIVITY 2: ADDING NUMBERS USING A NUMBER LINE

Activities you can do at home:

Ask, If I put four forks on the table and add two more, how many are there altogether?
If I put another fork on the table, will I have more or less?
How many will I have now?

Reverse the question, If I put two on the table and then add four more, how many are there?
Add another fork – How many forks are there now?

Repeat this with everyday objects around the house, when shopping etc.

Use a number line; count on 3 from 5 and get to 8, then start again and count on 5 from 3 and get to 8. Talk about how they compare.

Use bigger single digit combinations numbers in your child’s confidence range.

Someone said that 12 plus 5 makes 19. Can you show why this is wrong?

Don’t forget to ask what happens when you add 0. For example, we can ask
What is 5 add 0? It is important for children to realise that the answer is the same number you started with, in this case 5, because we are adding ‘nothing’ to it.

Good questions to ask:

What is 13 add 2?
What is 13 plus 2?
What is 2 more than 13?
What is 0 + 12?

If your child:

Wants to count from 1 each time they begin to add numbers.
Let them do this to build their confidence. Try asking them if they can think of a different place to start counting, e.g. counting on from the first number.
Is confident adding two and three numbers.
Try giving them an ‘answer’, e.g. 15, and asking them what you would have to add to 6 to get this answer.