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Use Scootle to come up with one simple Addition and Subtraction resource, or a resource that teaches Odd and Even Numbers.

Use the search function this time rather than the Content Descriptor, and filter down to a chose year group.

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Year 4 Mathematics: Addition and Subtraction

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Year 4 Mathematics: Addition and Subtraction

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This Park Ranger Problem-Solving activity is designed for a double-period. Students are park rangers, made responsible for the bird species in the park and documenting their numbers. Employs addition to tally bird numbers (according to species) and subtraction to check accuracy.

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This subject covers how to solve simple addition and subtraction problems using a range of efficient mental and written strategies. This is helpful for year 2 and year 3 level of students

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Year 3 Mathematics: Odd and Even Numbers

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Year 3 Mathematics: Odd and Even Numbers

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This short less than one minute video shows a clear picture on how to recognise odd and even numbers. It clearly demonstrates the difference between odd and even numbers and what makes them odd and even.

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Do you know what makes an odd number and what makes an even number?

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This activity involves students learning about decimals by adding 15 random cards in values of 0.1, 0.01 or 0.001. A new card drawn will be be added to the previous value and this will be repeated until 15 cards are drawn. This is helpful to introduce the concept of adding decimal values to students in year 6.

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In this lesson, students learn about place value and how it extends beyond whole numbers. Students play a board game that draws on their knowledge of adding decimals to tenths, hundredths and thousandths with and without regrouping.

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Year 2 Numeracy Lesson 28 - Subtraction as difference 

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Year 2 Numeracy Lesson 28 - Subtraction as difference 

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It introduces the idea of subtraction being used to find the difference between two amounts.

The teacher asks students to compare a larger number and a smaller number, then figure out how many more the larger has compared to the smaller.

Practical items are used: students need paper/pencil, counting objects or cards, to physically model the difference.

The approach emphasises understanding “how many more?” rather than just “take away”.

It appears aimed at a Year 2 level (or similar early primary) numeracy class.

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Department for Education, South Australia

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Year 2 Numeracy - Lesson 28 - Subtraction as difference

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Number patterns: adding and subtracting year 5

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Number patterns: adding and subtracting year 5

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This activity helps students explore number patterns by identifying and applying rules that generate sequences. For example, a pattern like 2, 6, 18, 54 follows the rule “multiply by 3 each time.” Students learn to recognise the starting number, find the rule, and predict the next terms. Understanding number patterns builds algebraic thinking, helps with problem-solving, and supports concepts like multiplication, addition, and decimals in Year 5 maths.

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This strategy use number rules to solve maths problem, especially multiplication and divide, it can be use to teach year 2-3 students.

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The video is a 10-minute lesson where Miss White shows students in Years 3–6 how to set up and solve vertical subtraction problems that involve regrouping (borrowing).

https://www.abc.net.au/education/maths-years-3-6-with-miss-white-subtraction-with-regrouping/13594716?utm_campaign=abc_education&utm_content=link&utm_medium=content_shared&utm_source=abc_education

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Hi superstars. My name's Ms. White and I'm so looking forward to being on this learning adventure with you today.

For this lesson, you will need a pencil and a piece of paper. Let's warm up by counting by twos. Two, four, six, eight, ten what's the next number? 12. Excellent job. Let's have a go with our fives now. Five, ten, 15, 20, 25 what's the next number? 30!

In this lesson we'll look at solving vertical subtraction problems with regrouping. Let's have a look at some clue words that tell us we need to use subtraction. Some of these words might be 'difference, fewer, less take away'.

This is the 'I do' part of the lesson where I show you how to complete vertical subtraction problems with regrouping. The first thing I need to do is set up my problem. The question says 7,632 take away 2,593. Now it's a little bit tricky to solve when it looks like this, so I'm going to put one number on top of the other. The first number I'm going to write is 7,632. I add my subtraction sign and I write my second number, 2,593. I draw my line below and I'm ready to solve. I'm going to use a special rhyme to help me work out whether or not I need to regroup. I start in the smallest place value with subtraction. I say to myself more on the top or more on the floor. If there's more on the floor, I need to go next door and get 10 more.

So I say more on the top or more on the floor, more on the floor so go next door. I need to cross out my three and make it a two because I'm borrowing a 10. I'm regrouping. I regroup my one and now I have 12 take away three. 12 take away three is nine. Write down my nine move to the next place value. I say more on the top or more on the floor, more on the floor so I need to go next door. I cross out my six, I make it a five and I regroup the 10. I now have 12 take away nine is three. Write down my three and I move to the next place value. I have five takeaway five. If the number is the same, remember that zero is the game. I write down my zero and I move to the next place value. More on the top or more on the floor, more on the top so I don't need to stop. No regrouping necessary. Seven take away two is five. I write down my five I add my comma and I know that my answer is 5,039.

Before we start our 'we do', I think it's important to explain why we're actually regrouping. So when we're doing our little rhyme, we say more on the top or more on the floor. If there's more on the floor, we say we need to go next door and get 10 more, but why is that? Here we have three and we're trying to take away seven which we can't do because seven is a bigger number than three. So when we go next door we get 10 more. So we cross out the two and we make it a one. That means I'm taking away one of my tens and only leaving one there. When I regroup my tens I'm putting my tens over in the ones column, which makes it 13 take away seven and now I'm good to go. So I say 13 takeaway seven is six. Write down my six and I move to the next place value. Now the second number below doesn't have any tens so I say one take away, nothing is one and my 10 remains. So my answer is 16.

We're now in the 'we do' phase of our lesson, which means we get to do it together. We're going to set it up now, so make sure you have your pencil and paper handy. We're going to start by writing the first number at the top. So we write 4,239. Underneath we're going to write our second number, which is 2,681. We add our subtraction sign and we draw our line below. We're now ready to solve. If you remember the rhyme from the 'I do', you might like to talk along with me. I'm going to start in my smallest place value. I say to myself more on the top or more on the floor. If there's more on the top, I don't need to stop because there's enough to take away from, so I say nine take away one is more on the top so I don't need to stop.

Nine take away one is eight. Write down my eight and I move to the next place value. Again, I always say my rhyme. More on the top or more on the floor. In this case there's more on the floor so I need to go next door, cross out my two make it a one and regroup the 10 which makes it 13 take away eight. 13 take away eight is five. Write down my five and I move on to the next place value. I say more on the top or more on the floor. There's more on the floor again, so I need to go next door and get 10 more. Cross out the four, make it a three. Regroup the one which makes 11 take away six. 11 take away six is five. Write down my five and I move to the next place value. I love how you're following along so beautifully. I say more on the top or more on the floor, more on the top, so I don't need to stop. Three takeaway two is one. I write down my one, I add my comma and my answer, everyone say it together, is 1,558. Awesome job.

Wow, you guys are so fabulous at maths. Let's try another one. We need to set up our problem and we always put the biggest number on the top, so we're going to write 6,932. Some of you are so fast that you've already written the second number below. I'm going to do that now. I put my subtraction sign and I write 3056. Brilliant job. Just make sure that your numbers are sitting on top of one another so we don't get confused. Draw your line below and we're ready to solve. If you're confident with your rhyme, you can start solving now. If you're not so confident, solve along with me. Give me a thumbs up if you're ready. Awesome. Okay, let's get started. We need to start in the smallest place value, which is on the right, which is our ones. So we say to ourself, and this is our rhyme, more on the top or more on the floor.

If there's more on the floor, we need to go next door and get 10 more. So there is more on the floor. So we'd go next door and we get 10 more. We cross out the three, we make it a two and we regroup the 10. So we now have 12 take away, six. 12 take away six is six. Write down my six and move to the next place value. I say to myself more on the top or more on the floor. There's more on the floor so I go next door and get 10 more. I cross out my nine I make it an eight and I regroup my 10. So now I have 12 take away, five equals seven. Write down my seven move to the next place value. Some of you are doing such amazing focus. I now say to myself more on the top or more on the floor and what I notice is on the floor I have a zero which means I'm taking away nothing, which means I can write my eight directly underneath. So eight take away nothing is eight. Great job. Those of you who got that. I move to my next place value. I say more on the top or more on the floor. There's more on the top so I don't need to stop. Six take away three is? Awesome job. It's three. I write down my comma and everyone, our answer is 3,876. Awesome work.

Well done on solving so many tricky problems today. I'd love you to try some at home. Now that you know how to do vertical subtraction with regrouping, just remember you can pick any number you like as long as the biggest number goes on top. See you soon.

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Maths Years 3-6 with Miss White: Subtraction with regrouping - ABC Education

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Miss White teaches you how to use regrouping to complete formal subtraction problems.