Basic Facts Check

Overview

Students complete a short, silent pretest of addition and subtraction facts within 10. The lesson begins with clear expectations on the mat, then uses a staggered release so 24 Year 2 students can move calmly to tables; early finishers use a quiet number-bonds activity.

Learning intentions

• WALT recall and record addition and subtraction facts within 10.
• WALT work carefully and independently to show what we know.
• WALT use number bonds to 10 to check and explain basic facts.

Success criteria

• I can write an answer for each fact I know.
• I can stay quiet and focused while others are working.
• I can use a number bond or part–whole idea to solve a fact when I finish early.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking and challenge for advanced learners.
• Mathematics and Statistics — Mathsteasers: resources for Year 4 to Year 8 that deepen mathematical understanding; the same problem-solving approach is adapted here for Year 2 number facts.
• Mathematics and Statistics — Mathsteasers alignment: challenge activities connect with classroom mathematics and extend understanding.
• Number knowledge and strategies: recalling and applying addition and subtraction facts within 10.

Lesson structure (10 minutes)

1. 0–2 min · Mat briefing. Teacher displays the opening and instructions slides and explains: “This is a pretest, not a race. It helps me see what you know so I can plan our next maths learning.” Show the attached basic-facts page, point out the name line and the first set of 12 questions, and model answering one example without solving it for students. Students listen, show readiness with hands in laps, and repeat the expectations: work silently, try every fact, and do not copy.

2. 2–3 min · Staggered release. Teacher places one copy of the attached addition and subtraction groups-to-10 pretest at each table, then releases students in four small groups of six: “When I call your group, walk to your seat, write your name, and begin at Day 1.” Students move quietly, sit in their assigned places, and begin independently.

3. 3–7 min · Silent pretest. Teacher starts a quiet timer and circulates without giving answers, noting strategies, confidence, reversals, counting behaviours, and facts left blank. Remind students once, calmly: “Try the next one if you are stuck; you can return to it.” Students complete as many of the 12 Day 1 questions as possible, including addition and subtraction facts within 10, and leave a blank rather than calling out.

4. 7–8 min · Collect and reset. Teacher gives a quiet signal, asks students to put pencils down, and collects the pretests table by table; direct students who have finished to the ready activity and others to turn their paper face down. Students remain seated, place their test where instructed, and begin the quiet follow-up without discussing answers.

5. 8–10 min · Fast finishers and close. Teacher directs early finishers to use the Number Bonds Matching Cards: choose a target number, represent it as two parts using the part–whole model and counters area, then record a matching number bond. If time permits, ask: “How does your number bond help you know an addition or subtraction fact?” Students work quietly and independently or with one nearby partner, while students still finishing the test continue until the stop signal; all students return materials at the end.

Resources

• the opening and instructions slides
• the attached addition and subtraction groups-to-10 pretest
• the Number Bonds Matching Cards
• Pencils and erasers
• Quiet timer
• Class seating plan or table-group list
• Collection tray or labelled folders
• Counters for the fast-finishers activity

Assessment

• Observe whether students recall facts, count on, use fingers, leave items blank, confuse addition and subtraction, or need reassurance. Record brief notes against student names.
• Collect the pretest without marking it publicly. Analyse correct answers, omissions, and patterns across the 12 questions to group students for the next number-facts session.
• During the final activity, listen for students explaining a whole as two parts. Ask one or two students to share a number bond orally, without turning the pretest into a public competition.

Differentiation

• Support students who need it by seating them near the teacher, repeating the directions individually, allowing extra processing time, and accepting a blank response when a fact is not yet known. Do not supply answers or coach during the pretest.
• Provide an enlarged or uncluttered copy of the attached addition and subtraction groups-to-10 pretest for students with visual or fine-motor needs. A trusted adult may read the directions, but should not interpret or solve the questions.
• For EAL learners, pre-teach or point to the meaning of “addition”, “subtraction”, “equals”, and “answer”; use gestures and a worked example that is separate from the test items.
• Fast finishers extend their thinking through the Number Bonds Matching Cards, representing a whole in more than one way and explaining how the related subtraction facts are connected.