Jump addition strategy

Overview

In this lesson (Lesson 22 of 28) students use the jump strategy to add two-digit numbers on a number chart. They practise making a starting number, then “jumping” forward by tens and ones to reach the total.

Learning intentions

• WALT: Use the jump strategy to add two-digit numbers.
• WALT: Record addition thinking clearly using number charts and matching number sentences.

Success criteria

• I can start at the first number on a number chart.
• I can jump by tens first, then by ones, to find the total.
• I can match my jumps to an addition number sentence.
• I can explain my strategy using “tens” and “ones” language.

Curriculum links

• Number and place value: understanding tens and ones in two-digit numbers.
• Addition and subtraction strategies: using mental strategies and representations for number facts.
• Reasoning and communication: explaining the steps used to solve problems.

Lesson structure (30 minutes)

1. 5 mins – Quick warm-up (number jumps)

• Teacher calls out a two-digit addition (e.g., 23 + 14). Students show the first number on a mini number chart (on their desks or held).
• Do a rapid model with the class: “Start at 23. Jump 10 to 33. Then jump 4 to 37.” Students repeat as a choral response.

2. 4 mins – Teach/Model with anchor chart

• Display an anchor chart: “Jump Strategy for Addition”.
• Model with one clear example using the class number chart: 34 + 12.
• Say each step slowly: “Jump by tens. Then jump by ones. Stop at the landing number. Write the total and number sentence.”

3. 10 mins – Guided practice (pair work on number charts)

• Students work in pairs at tables with a printed 0–100 number chart.
• Give each pair two problems (teacher selects based on readiness), for example:
• 27 + 30, 45 + 16
• 18 + 22, 60 + 14
• Students underline their start number, then trace the jump path with a finger or pencil line.
• Teacher circulates, checking:
• jumps are in correct size (tens then ones)
• landing on the correct total
• written number sentence matches the chart.

4. 6 mins – Whole-class check (turn and talk + teacher prompts)

• Call on 3–4 pairs to show one problem each. They point to the landing number and read the number sentence.
• Use prompts: “Where did you jump first?” “How do you know that was the tens jump?” “What is your landing number?”

5. 5 mins – Independent task (exit practice)

• Students complete one “jump and write” question on a worksheet or in a book:
• Example: “Use the jump strategy: 39 + 24. Show your jumps and write the total.”
• Teacher provides a short word bank on the board: start, tens, ones, jump, total (for EALD support).

Resources

• Printed 0–100 number charts (one per student or one per pair)
• Anchor chart: “Jump Strategy for Addition” (tens then ones)
• Mini number chart cards for warm-up
• Coloured pencils/markers or finger space-lining tools
• Student whiteboards or scrap paper for quick thinking
• Worksheet/book page with one independent jump question
• Problem cards (tiered sets) for guided practice
• Timer and visual agenda cards

Assessment

• Teacher observation during guided practice: correct tens/ones jumps and accurate landing numbers.
• Student explanation and representation: students point to the landing number and say how they moved.
• Exit task accuracy: correct total and matching addition number sentence.

Differentiation

• Support for EALD and language needs:
• Provide sentence stems: “I started at ____. I jumped __ tens to ____. Then I jumped __ ones to ____.”
• Use a consistent anchor chart routine and repeat the same language each problem.
• Offer problem cards with picture cues (e.g., tens jump = “ten steps”) where helpful.
• Support for neurodivergent learners:
• Use clear, predictable structure: warm-up → model → guided pair practice → share → independent task.
• Offer sensory supports: finger tracing, coloured highlighting of tens and ones jumps.
• Provide reduced problem load (one problem first) with an additional challenge only if time allows.
• Extension (advanced students):
• Ask students to justify using another method: “Show the same total using a different jump (ones first, if possible).”
• Include a two-step scenario: “Add 2-digit numbers, then add another digit number by continuing jumps from the landing number.”
• Challenge to estimate before jumping: “Is your total closer to 40 or 50? Why?”
• Structured grouping:
• Pair students strategically: one ready-to-explain student with a peer who needs scaffolding, rotating roles halfway through.

Extension (optional)

• If time remains, advanced students can create their own jump route on a blank 0–100 chart: choose two two-digit numbers, draw the tens and ones jumps, then swap with a partner to check the total.