T1: Hundreds, tens and ones

Number 08 • Print one copy for each pupil using the pieces

All small squares are the same size. Cut around the whole hundred flat, each tens row, and each separate one. Print at actual size / 100%.

1 hundred flat: keep all 100 squares joined

10 tens rods: keep each row of 10 joined

30 separate ones

Real base-ten blocks can be used instead. Keep spare pieces nearby for exchanges.

T2: Place-value exchange mat

Put pieces in the large row. Write the count of each unit in the small row. Cover Hundreds when it is not needed.

Hundreds	Tens	Ones

10 ones = 1 ten. 10 tens = 1 hundred. Exchange in either direction without changing the total value.

A column can temporarily hold 13 ones. Exchange before writing the usual digits of the answer.

My calculation and the exchange I made:

T3: Number lines for steps

Read the scale before using a line. Count intervals, not the starting tick. Draw jumps and label the amount in each step.

0 to 20: each interval is 1

	+5→		+5→		+5→		+5→

0		5		10		15		20

The brackets divide the line into groups of 5. Add your own jumps for a fact across ten.

Make a ten-interval line

Choose the left end. Each interval is 1, so the right end is 10 more. Label the numbers you need, then draw your jumps.

Make another ten-interval line

Write a calculation to match your jumps.

T4: Addition parts mat

Write the value of each part, such as 40 and 7 for 47. Combine the tens parts and the ones parts. Exchange if needed.

Stage	Tens value	Ones value
First number
Second number
Combined parts
After exchange

Add the final parts to find the whole sum.

An example to talk through

47 + 38: tens 40 + 30 = 70; ones 7 + 8 = 15. 70 + 15 = 80 + 5 = 85. The value stays the same.

T5: Two subtraction routes

Both routes answer 52 − 27. Show one at a time before comparing them.

Take away 27: start at 52 on the right

	←−5		←−2		←−20

25		30		32		52

52 − 20 − 2 − 5 = 25. The amount removed is 27.

Count up: find the gap from 27 to 52

	+3→		+20→		+2→

27		30		50		52

The gap is 3 + 20 + 2 = 25. Check: 27 + 25 = 52.

Try a close pair: 64 − 59

	+1→		+4→

59		60		64

What is the gap? Which route did you choose, and why?

T6: Two ten frames and counters

Fill one frame to ten, then use the second. Use the same counters to show the whole and its two parts. Each counter is worth 1.

Cut-out counters

1	1	1	1	1	1	1	1	1	1
1	1	1	1	1	1	1	1	1	1

Cut out each counter. Mark the first part X and the second part O, or use two colours. You can also use real counters.

Build a fact family

Parts	Whole

Addition	Subtraction

T7: Bridging-fact cards

Cut around each card. These are learning cards with answers. Put them aside during independent checks.

2 + 9 = 11	3 + 8 = 11	3 + 9 = 12	4 + 7 = 11
4 + 8 = 12	4 + 9 = 13	5 + 6 = 11	5 + 7 = 12
5 + 8 = 13	5 + 9 = 14	6 + 6 = 12	6 + 7 = 13
6 + 8 = 14	6 + 9 = 15	7 + 7 = 14	7 + 8 = 15
7 + 9 = 16	8 + 8 = 16	8 + 9 = 17	9 + 9 = 18

A short revisit on another day

Choose three different cards. Cover the total and ask the addition. Then ask both related subtractions. Later, mix in cards used on earlier days.

Ask how the answer was found. Record R = remembered, D = derived or built, H = mathematical help. There is no timer. Sample across the bank over several occasions.

For a double such as 6 + 6 = 12, the two subtraction facts are identical: 12 − 6 = 6.