Unit 5: The Foundations of Addition using Number Lines
Year 1
Students need this knowledge first
I can move a counter forward along a number line by counting the jumps, and know that moving forward lands on a bigger number — Unit 4: Number Line Introduction
I can use landmark numbers on a number line to find a value faster than counting from zero — Unit 4: Number Line Introduction
I can read and write an addition number sentence such as 3 + 2 = 5 to match a bar model — Unit 2: Adding & Subtracting Introduction
I can start on the first number and jump forward the second number, one jump at a time, on a number line
I can count the jumps I make rather than the number I start on
I know that where I land after jumping is the total, and I can read it straight off the line
I can write the matching addition number sentence for my jumps, such as 3 + 2 = 5
Success Criteria
Lesson 1: Addition on a Number Line
We are learning to add two numbers by starting on a number line at the first number and jumping forward by the second.
Learning Intention
Learning Sequence
I can swap the order of two groups being added and show that the total stays the same
I know that knowing one addition fact gives me a second fact for free, just by swapping the order
I can choose the easier order to add, starting with the bigger number to do less counting
Success Criteria
Lesson 2: The Commutative Property
We are learning that changing the order of the two numbers being added does not change the total.
Learning Intention
Learning Sequence
I can identify which of two numbers is larger and start counting from there
I can count on by the smaller number, counting the steps rather than the starting number
I can use my fingers to keep track of how many steps I have counted on
I know that starting from the larger number means fewer counting steps than starting from the smaller number
Success Criteria
Lesson 3: Counting On from the Largest Value
We are learning to add efficiently by starting at the larger number and counting on by the smaller number.
Learning Intention
Learning Sequence