1. Maths workshop • partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones, which is the same as 1 ten and 13 ones) • add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations • use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100) • subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33) • recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28)

2. Game: Pick a card • Read the number to your grown up • Write that number in words • Which digits are in your number? • Partition it into tens and ones • Now use the equipment to make your number

3. Game: Pick a card • Now show the number in a picture

4. Can we show the same number in a different way? • partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones, which is the same as 1 ten and 13 ones)

5. 10 more, 10 less1 more, 1 less • Using your number card, what would it be if we added 1 more? • 1 less? • 10 more? • 10 less? • What is happening to the digits in your number? Explain to your grown up!

6. True or false? • When you add 1, your number gets bigger? • When you add 10, the number gets smaller? • If you subtract one, only the ones digit changes? • If you add or subtract 10, the ones digit stays the same?

7. Adding & subtracting two, 2 digit numbers Use the resources

8. Did we get these right?Estimating! 23 + 41 = 64 67 – 12 = 79 50 + 21 = 90 80 – 30 = 51

9. Missing numbers If 13 + 7 = 20, show as a part whole model & a bar model. NOW show 20 – 7 = 13, what do you notice? Now apply this to find the missing number: