National Curriculum References

Mathematics, Year 1

• Number: addition and subtraction
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
  • Add and subtract one-digit and two-digit numbers to 20, including zero
• Number: place value
  • Count in multiples of 2, 5 and 10

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Quickly recall number bonds to 10, 20 and 100.
• Count confidently in 2s, 5s, and 10s.
• Understand and demonstrate what happens when 10 and 11 are added to a number using dienes and 100 squares.
• Use the 100 square to visualise and solve +10 and +11 problems through the "Robot Walk" activity.
• Use whiteboards to apply the concept independently and assess understanding at different challenge levels (HAS, MAS, LAS).

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Lesson Overview (15 minutes)

Materials Required

• Dienes (base 10 blocks) per pair of pupils
• Printed 100 squares on laminated sheets or on whiteboards for each student
• Whiteboards and markers for all students
• Visualiser/interactive whiteboard for modelling
• Number cards (starting numbers for robot walk activity)

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Lesson Structure

1. Starter: Quick Recall & Counting (3 minutes)

Objective: Activate prior knowledge of number bonds and counting patterns.

• Begin with a quick oral recap of number bonds to 10 (e.g. 7 + 3, 8 + 2) and extend to 20 where possible (e.g. 15 + 5).
• Engage the class in counting aloud together in 2s, 5s and 10s starting from 0 to 20 (and beyond where confident).
• Use a call-and-response approach to energise the group.

Differentiation:

• For higher attaining (HAS), challenge quick-fire recall of number bonds to 100 (e.g. 50 + 50, 70 + 30).

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2. Direct Teaching: Adding +10 and +11 with Dienes (4 minutes)

Objective: Demonstrate the difference between adding +10 and +11 using concrete resources.

• Show 1 ten rod (dienes) and 4 single units to represent number 14.
• Add a ten rod to show +10 = 24. Confirm by counting.
• Then add one more unit to 24 (dienes) to demonstrate +11 = 25.
• Elicit what changed physically (adding a full 'ten' rod vs ten plus one more single unit).

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3. Modelling: The 100 Square and "Double Scoop" Concept (3 minutes)

Objective: Use a visual to understand +11 as “a whole ten-frame plus one extra”.

• Display a 100 square and highlight a starting number e.g. 23.
• Model counting down one row (adding ten) and then moving one square to the right (adding one more) to make +11.
• Introduce the phrase “Double Scoop” meaning “a whole ten-frame plus one extra” to help memory.
• Explain the "Robot Walk"—fingers move down (one row = +10) then right (one column = +1).

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4. Guided Practice: Robot Walks on 100 Squares (3 minutes)

Objective: Children practice +10 and +11 using a physical and visual method.

• In pairs or small groups, hand out laminated 100 squares and number cards as starting points.
• Call out "Robot Walk" numbers, e.g. start at 36, add 11: children move finger down then right on the 100 square and say the answer out loud.
• Encourage full class participation vocally, with teacher monitoring progress.

Differentiation:

• HAS: Practice +11 only for greater challenge.
• MAS: Practice both +10 and +11.
• LAS: Focus on +10 to consolidate understanding before moving on.

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5. Independent Whiteboard Work and Assessment (2 minutes)

Objective: Check understanding and consolidate learning through written application.

• Provide students with whiteboards displaying a mini 100 square grid.
• Assign HAS to solve only +11 problems, MAS to solve both +10 and +11 problems, LAS focus on +10 problems.
• Teacher circulates to observe and offer support as needed, noting common errors or misconceptions.

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Assessment & Feedback

• Use observation during “Robot Walk” activity and whiteboard task to assess fluency and understanding.
• Ask concept-check questions verbally:
  • “What happens when you add 10 to a number on the 100 square?”
  • “How is adding 11 different to adding 10?”
• Encourage self-checking using the inverse operation (subtracting 10 or 11).
• Take a photo of exemplary whiteboard work (if permissible) to celebrate and showcase progress.

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Extension & Ideas to Impress

• Challenge HAS pupils to find numbers where adding 11 causes the digit in the tens place and units place to change (e.g., 29 + 11).
• Introduce a song or chant for counting in 2s, 5s, and 10s to help memorisation.
• Use robot-themed vocabulary and movements to make abstract maths physical and memorable—this kinesthetic approach helps retention and engagement.

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Summary

This lesson offers a hands-on, visual, and kinaesthetic approach aligned with Year 1 expectations from the National Curriculum (England) for Maths. It builds number bonds fluency, counting skills, and foundational understanding of addition using tens and units. The lesson emphasises varied representations—dienes, 100 squares, physical movement—to cater to different learning styles, with scaffolded independent practice and immediate formative assessment.

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End of Plan