Numbers up to 20

Overview

This 45-minute lesson is designed for Year 2 students, including those with special educational needs, to consolidate their understanding of numbers up to 20. It focuses on place value, addition, and subtraction, following the National Curriculum for England. The lesson uses practical, multisensory activities to engage all learners and develop fluency and conceptual understanding.

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National Curriculum Links

Mathematics - Number - Number and Place Value

• Year 2
  • Recognise the place value of each digit in a two-digit number (tens, ones).
  • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward.
  • Identify, represent and estimate numbers using different representations, including the number line.

Mathematics - Number - Addition and Subtraction

• Year 2
  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens.
  • Solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities, and measures.

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Learning Objectives

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

• Recognise and represent numbers up to 20 using tens and ones.
• Understand place value of two-digit numbers up to 20 (tens and ones).
• Perform simple addition and subtraction with numbers up to 20 practically and pictorially.
• Solve basic addition and subtraction problems using concrete aids.

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Resources

• Place value charts with tens and ones columns (laminated for reuse)
• Base 10 blocks (tens rods and unit cubes)
• Number lines (0–20)
• Whiteboards and pens
• Number cards (0–20)
• Counters or small objects for counting
• Visual aids with clear, bold images
• Worksheet with simple addition and subtraction problems (differentiated)

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Lesson Structure

1. Introduction and Warm-Up (10 minutes)

• Engage pupils with a counting chant from 1 to 20, incorporating claps and actions to aid kinaesthetic learners and maintain focus.
• Discuss place value: Use a large place value chart and base 10 blocks. Demonstrate making numbers using tens rods and unit cubes (e.g., 14 = 1 ten + 4 ones).
• Elicit from pupils examples of numbers up to 20 and physically represent them on the chart using blocks.
• For special needs learners, use clear, tactile resources they can handle independently.

2. Main Activity 1: Understanding Place Value (10 minutes)

• Pupils work in pairs to create numbers up to 20 using base 10 blocks and place value charts.
• Teacher calls out a number (e.g., 17). Pupils build it, identify the digits representing tens and ones, and say the value out loud.
• Check understanding by asking targeted questions: “How many tens?”, “How many ones?”
• Support special needs pupils by providing one-to-one assistance, using simplified language, and repetitions.

3. Main Activity 2: Addition and Subtraction using Concrete Objects (15 minutes)

• Display simple addition and subtraction problems on the board (e.g., 13 + 4, 16 - 7).
• First, demonstrate solving the problems with base 10 blocks and counters. For example, for 13 + 4: show 1 ten and 3 ones, then add 4 ones, count the total.
• Pupils use counters and base 10 blocks to solve given problems in small groups.
• Introduce number lines for pupils who grasp the concept quickly: show how to “jump” forward for addition and backward for subtraction.
• Scaffold learning: Provide simplified problems for pupils requiring extra support (e.g., addition and subtraction with single-digit numbers only).

4. Plenary: Problem Solving and Reflection (8 minutes)

• Conduct a quick quiz using number cards and a ‘place value mystery’ game: teacher shows a number card, pupils must say how many tens and ones it has, then solve one addition or subtraction question with that number.
• Invite a few pupils to explain how they solved one problem, reinforcing conceptual understanding and communication skills.
• Recap key vocabulary: tens, ones, addition, subtraction.

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Assessment and Differentiation

• Formative assessment through observation during activities, noting pupils who can confidently identify place value and solve addition/subtraction problems.
• Use mini-whiteboards for pupils to write answers, allowing instant feedback.
• Differentiation:
  • Support pupils with SEND by providing tactile resources, visual aids, and one-on-one guidance.
  • Extend higher-achieving pupils with problems involving “missing numbers” or two-step addition and subtraction within 20.

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Additional Tips for Teachers

• Use a multisensory approach: visual (charts), auditory (chanting), kinaesthetic (manipulating blocks), and verbal (discussion).
• Repeat instructions clearly and check understanding often.
• Keep language simple, especially for special needs pupils; use consistent vocabulary.
• Celebrate small achievements to motivate all pupils.
• Integrate real-life contexts where possible (e.g., “You have 14 apples, and I give you 3 more…”).

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By blending concrete materials, visual aids, and interactive games, this lesson makes abstract number concepts accessible and fun, providing a strong foundation for Year 2 pupils’ numeracy development following the National Curriculum.