KLA: Mathematics Class: 2H Date: 22/6/17 Time: 30 minutes

Syllabus Outcome/s and indicator/s: In this lesson the learners will:

MA1-5NA: uses a range of strategies and informal recording methods for Use the inverse strategy to change a subtraction to an addition.
addition and subtraction involving one- and two-digit numbers
- Use and record a range of mental strategies to solve addition and
subtraction problems involving two-digit numbers, including: an
inverse strategy to change a subtraction into an addition.
MA1-3WM: uses a range of strategies and informal recording methods for
addition and subtraction involving one- and two-digit numbers
Teaching and Learning Actions
Orientation: 5 minutes Reflection: 5 minutes
Focus: Consolidate:
Counting by fives: (warm-up game & brain break) Did your partner manage to trick you? Was this difficult / easy?
https://www.youtube.com/watch?v=_awKlEMyleA&list=PL9D6EE36487C3B Reflect:
BB5&index=18 What did we learn today?
Engage: Challenge/Extend:
WALT: to use the inverse strategy with addition and subtraction problems. Another problem if we have 12+7=19 is there only one inverse that we
WILF: students to change their subtraction problems into addition problems. can make: 19-7=12, what about 19-12=7. Does that work as well?
TIB: this strategy helps us to do addition and subtraction, and will also help
with multiplication and division.
Access:
Does anyone know what inverse means? Give definition.
Content Time Guided Discovery Group Teachers Assessment Resources
- Show students examples. E.g. 9-6=3, 6+3=9 Structure Role What How
10 - Do some examples with them. (single
Using the minutes digits, then two digits) Whole group Teacher Discussion IWB
inverse - And ask them to do 2: put them on the directed Using and
strategy to board and ask if anyone can find the understanding Work Maths
find the inverse. the inverse sample books
inverse of a strategy
subtraction 10
problem minutes Exploration Pairs Teacher
- Work in pairs or threes monitored
 - One student will write down a subtraction
problem the other student has to find
the inverse of it.
- Then swap so the second student writes
one and the first finds the inverse.

Individualising
Students have been put into groups based on their
current abilities in math.
- Green belt: work with larger numbers
any 2 two digit numbers.
- Purple belt: work with teen numbers
- Red and orange belts: work with teen and
1 digit numbers (use manipulatives:
counters)