Here is a subtraction from a hurling scoreboard: 53 − 48.
One way is to count back: start at 53 and take away forty-eight, jump by jump. Another way is to count up: start at 48 and see how far it is up to 53. Which way would you pick, and why?
Put your hand up to share. There is no wrong answer yet — we are just thinking out loud.
We will look at four subtractions together, each solved with jumps. Notice how the jumps change: sometimes we hop back, sometimes it is quicker to jump up. Notice which strategy fits each pair of numbers.
Let's work one together at the board: 46 − 4. We decide first — count back to take away, or count up to find the gap? Then a pupil makes the jumps and reads the answer.
While we work, everyone decides the route in your own head. Thumbs up if you agree with the answer on the board, thumbs sideways if you would change something.
After that we call out three more together: 80 − 20, then 63 − 58, then 71 − 67. For each one, say whether you would count back or count up before anyone answers.
In your maths copy, write three of the lesson's subtractions, one under the other:
Beside each one, write whether you counted back or counted up, and one word on why you chose that route.
Now you spot the smart route. We work through these one at a time: 38 − 6, then 70 − 30, then 61 − 58, then 95 − 88. The numbers get closer together as we go, so watch for the moment the gap is small enough that counting up wins.
Decide your route in your head before the pupil at the board starts. Thumbs up when you are ready with a choice.
One pupil says counting up can never really be subtracting, because you are adding jumps. Are they right? Where is the subtraction answer hiding when we count up to find the gap?
Next we move from jumps in our heads to writing addition down in tidy tens-and-units columns, carrying a ten when a column fills up past nine.
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