Unit 6: The Foundations of Subtraction Using Number Lines
Year 1
Students need this knowledge first
I can start on the first number and jump forward on a number line, counting the jumps rather than the start number — Unit 5: The Foundations of Addition using Number Lines
I can read and write a subtraction number sentence such as 6 - 4 = 2 to match a bar model — Unit 2: Adding & Subtracting Introduction
I can say the count sequence back from 20 to 0 fluently, from any starting point — Unit 9: Progressing to 20
I can start on the first number and jump back the second number, one jump at a time, on a number line
I can count the jumps back I make rather than the number I start on
I know that where I land after jumping back is the answer, and I can read it straight off the line
I know that subtraction jumps move back to a smaller number, while addition jumps move forward
Success Criteria
Lesson 1: Subtraction on a Number Line
We are learning to subtract two numbers by starting on a number line at the first number and jumping back by the second.
Learning Intention
Learning Sequence
I can show that adding zero to a number leaves it unchanged
I can show that taking zero away from a number leaves it unchanged
I know that a number take away itself leaves zero
Success Criteria
Lesson 2: Property of Zero
We are learning that adding or taking away zero leaves a number unchanged, and subtracting a number from itself leaves zero.
Learning Intention
Learning Sequence
I can count back 1 2 or 3, one step at a time
I can use my fingers to keep track of how many steps I have counted back
I am beginning to understand that counting back suits small amounts like one, two or three, but is slow for larger amounts
Success Criteria
Lesson 3: Counting Back 1 2 & 3
We are learning to subtract small amounts efficiently by counting back one, two or three from the first number.
Learning Intention
Learning Sequence