Updated: 23 May 2023
A hands-on game to play when learning about subtracting numbers.
Non-Editable: PDF
Pages: 12 Pages
Years: 1 - 6
Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies <ul> <li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li> <li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li> <li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li> <li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li> <li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li> <li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li> </ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
Explore the connection between addition and subtraction
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
Recognise and explain the connection between addition and subtraction
Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
A hands-on game to play when learning about subtracting numbers.
Print a class set of puzzles to use during numeracy activities. Keep all the addition puzzle pieces together in one bag.
Students use their knowledge of subtraction and numbers to complete the puzzles correctly.
Download includes a high and low colour version.
For more ideas about how to use this resource read our blog 10 Ways to Arrange Students for Group Work.
Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies <ul> <li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li> <li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li> <li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li> <li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li> <li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li> <li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li> </ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
Explore the connection between addition and subtraction
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
Recognise and explain the connection between addition and subtraction
Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
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