Number Bonds Builder

Overview

This lesson builds secure number-bond understanding for Year 2 ESOL learners using visual models, spoken maths, and interactive practice. Pupils will represent bonds within 20 and use related subtraction facts.

Learning intentions

• WALT use number bonds to 20 and related subtraction facts.
• WALT represent number bonds using pictures, part-part-whole models, and number lines.
• WALT explain how they know a bond using clear, simple sentence stems.
• WALT recall addition and subtraction facts to 20 with increasing fluency.

Success criteria

• I can show a bond for a given total (for example, 13 = 6 + 7) using counters or a drawing.
• I can match an addition fact to the related subtraction fact (for example, 13 − 6 = 7).
• I can say a maths sentence using a stem (e.g., “I know 13 is 6 and 7 because…”).
• I can answer a short set of bond questions with fewer mistakes than before.

Curriculum links

• Number — addition and subtraction (Year 2): recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
• Mathematics key stages 1 and 2: use discussion to probe and remedy misconceptions and make thinking clear.
• Number — number and place value (Year 2): use place value and number facts to solve problems (in context of totals and parts).

Lesson structure (60 minutes)

1. 0–5 min · Warm-up (visual prompt). Teacher shows 2 bowls labelled “whole” and “parts” with counters, and asks: “How many altogether?” Pupils chorally respond and point to the total on a number line from 0–20.

2. 5–15 min · Teach (part–part–whole with language). Teacher models a bond using a ten-frame or bead string: for example, total 14, with 10 and 4, then split into 7 and 7. Teacher says and writes: “14 is 7 and 7” and “14 − 7 = 7”. Pupils repeat using sentence stems: “The whole is ___. The parts are ___ and ___.”

3. 15–25 min · Guided practice (interactive matching). Each table receives cards: one set shows totals (up to 20), another shows two-part pairs, and a third shows related subtraction sentences. Teacher does a first example together: total 15, pair 9 and 6, subtraction 15 − 9 = 6. Pupils work in pairs to match all three types for two totals, using visuals on the cards (counter dot arrays).

4. 25–35 min · Small-group rotation (number bond stations). Three stations run for 10 minutes total, rotating every ~3–4 minutes:

• Station A: Counters and mats—build the bond for a teacher-call total.
• Station B: Draw and label—pupils draw the two parts and write the two addition facts they choose (e.g., 11 = 5 + 6 and 11 = 6 + 5).
• Station C: Number-line “jumps”—starting at the total, jump back the first part to land on the second part (showing subtraction as bond-related). Teacher circulates, listening for correct language: “whole/parts/altogether” and the relationship between addition and subtraction.

5. 35–45 min · Misconception check (whole-class discussion). Teacher displays two “almost correct” examples (e.g., 12 = 5 + 8 and 12 − 5 = 6) and asks: “Is this true? Show with counters.” Pupils hold mini-counters or finger representations to test quickly, then vote using thumbs up/down and explain with a stem: “I think it is wrong because…”

6. 45–55 min · Independent practice (ESOL-supported worksheet or mini-quiz). Pupils complete 6 questions:

• 2 “Find the missing part” bonds for totals up to 20 (visual provided).
• 2 related subtraction checks (given addition fact; write subtraction).
• 2 “Choose two parts” from a word/picture set (example pictures of two groups). Teacher reads questions aloud and checks that pupils understand the task words: “altogether”, “missing”, “parts”, “how many left”.

7. 55–60 min · Exit ticket (quick assessment). Each pupil answers on a slip: “18 = ___ + ___” and then “18 − ___ = ___.” Teacher collects and quickly reviews.

Resources

• Ten-frames or dot arrays (0–20) for each pupil/table
• Counter sets and small place-value mats
• Part–part–whole templates (whole circle + two part circles)
• Number line 0–20 (large and small copies)
• Bond matching cards (totals, part pairs, related subtraction)
• Sentence stem strips (e.g., “The whole is ___. The parts are ___ and ___.”)
• Misconception examples on slides/board
• Short worksheet/mini-quiz with visuals
• Exit ticket slips

Assessment

• During guided practice: observe pair matching accuracy and listen for correct bond language.
• At stations: check that subtraction sentences correctly relate to the chosen parts (e.g., if 14 = 7 + 7 then 14 − 7 = 7).
• Exit ticket: confirm both parts and the related subtraction fact for one total up to 20.

Differentiation

• Support:
• Provide pre-made pictorial models (ten-frame/dot arrays) so pupils can focus on relationships.
• Use sentence starters and word banks: whole, parts, altogether, left, missing.
• Give a small number-line scaffold with starting point already marked for subtraction-as-bond.
• Additional support for ESOL learners:
• Allow verbal responses first, then writing after counters/drawings confirm the answer.
• Rephrase key questions using the same structure each time (“What are the parts of ___?”).
• Extension:
• For pupils who are secure: ask them to find two different bonds for the same total (e.g., 16 = 7 + 9 and 16 = 8 + 8) and state the two related subtraction facts.
• SEN/needs:
• Offer a reduced question set (e.g., 4 questions) with the same visual supports, plus one targeted bond verbally with teacher feedback.