Exploring Number Bonds

Overview

In this 40-minute lesson, students will develop number sense and addition skills focusing on the calculation 26 + 55. Using a large A3 paper centred with the given sum, children will represent the problem in multiple ways (e.g., drawings, blocks, number sentences), cultivating conceptual understanding, fluency, and creativity. The lesson follows the IE Curriculum Framework’s emphasis on active pupil engagement, differentiation, and application of mathematical concepts.

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Curriculum Links (IE Curriculum Framework)

• Learning Strand: Number
• Learning Outcomes:
  • Develop confidence and flexibility with number operations (LO1)
  • Use concrete materials and pictorial representations when solving problems (LO2)
  • Communicate mathematical ideas effectively (LO3)
• Competencies:
  • Reasoning and Problem Solving
  • Communicating
  • Using Maths in Context

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Learning Objectives

WALT (We Are Learning To)

• Understand and represent the addition 26 + 55 in multiple forms using concrete and pictorial methods.

WILF (What I’m Looking For)

• Students can show the sum 26 + 55 using drawings, number lines, and block representations.
• Explain how their representation shows the sum.
• Work collaboratively and independently to explore number bonds.

HOQ (How Our Work is Quality)

• Clear visual representations with labelled numbers or blocks.
• Mathematical explanations in simple terms.
• Creativity and neatness in presentation.

LOQ (Let's Organise Questioning)

• Can you explain one way you showed the numbers on your page?
• How do you know your drawing or blocks represent the sum 26 + 55?

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Materials

• A3 sheets, one per student
• Markers, pencils, coloured pencils
• Counting blocks (tens and units)
• Number lines printed on A4 sheets
• Sticky notes for peer feedback

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Lesson Structure (40 Minutes)

I Do (10 mins)

• Teacher models the process of representing 26 + 55 on a large A3 sheet projected or displayed to the class.
• Start by drawing 2 tens + 6 units and then 5 tens + 5 units with blocks and tally marks.
• Write the number sentence and explain the addition in words (‘20 plus 50 is 70, 6 plus 5 is 11, 70 plus 11 equals 81’).
• Use a number line to demonstrate counting forwards from 26 by 55.
• Highlight different ways: blocks, drawings, number sentences, number lines.

We Do (15 mins)

• In pairs, students receive their A3 sheets and materials.
• Encourage pairs to discuss and represent the sum in at least 3 different ways.
• Circulate to prompt with questions: "How else can you show this sum? Can you use the blocks differently?"
• Use scaffolding questions to engage EAL and less confident students (see differentiation).
• Pairs share one example with a neighbouring pair using a sticky note to add positive comments or questions.

You Do (12 mins)

• Individually, students choose their favourite representation and expand on it with a short explanation (oral or written) on why it shows 26 + 55 correctly.
• Display student sheets around the room for gallery walk.
• Each child answers the LOQ: “Which way did you find easiest and why?” in their maths journals or verbally if needed.

Plenary (3 mins)

• Gather as a class and discuss:
  • What did you learn about addition from representing these numbers differently?
  • How did working together help you?
  • Reflect on the question: Can numbers be shown in many ways? Why is this helpful?

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Differentiation

Group	Support Strategies	Extension/Challenge
EAL	Use clear visuals and gestures; sentence starters (e.g., “This is…”); partner work; bilingual maths vocabulary cards if available.	Encourage use of full sentences to explain their representations. Use labels in English and home languages.
Weak (2 students)	Use concrete materials predominantly; guided questioning; one-on-one support during We Do. Structure representations with simple tens and units only.	Encourage attempt of number line or tally representations if ready.
Higher ability	Challenge to represent the sum using place value partitioning or inverse calculation (e.g., 81 - 26 = 55). Use different coloured blocks to create addition stories.	Explain their reasoning with more formal mathematical language and explore mistakes or alternative methods.

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Assessment

• Observe paired and individual work for understanding of addition concepts.
• Check A3 sheets for multiple correct representations.
• Listen to students’ explanations for conceptual clarity.
• Use LOQ responses to assess ability to articulate mathematical ideas.
• Collect maths journals/notes as formative evidence.

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WOW Teacher Tips

• Use the A3 page as a “maths gallery” after the lesson for peer motivation.
• Incorporate a simple digital tool (e.g., a tablet drawing app) where some students can create digital representations as an extension.
• Invite children to create their own number bonds challenges as homework or in the next lesson.
• Record short audio clips of EAL students explaining their work to support language learning and confidence.

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This engaging, visual, and interactive approach aligns closely with the Irish IE Curriculum Framework, promotes rich mathematical discourse, and caters effectively for a diverse Year 1 classroom.