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Add & Subtract — Main Test

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Resource guide

Key stage

Key Stage 1

Subject

Mathematics

Time

~20 min

Access

Paid subscription

Assessment

Included

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About this resource and curriculum

Study guidance and sample questions

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This test is longer than the starter — 18 questions. They get a bit trickier as you go: fact families, missing numbers, two-digit sums, and word problems.

Don't worry if some are hard! Read the question carefully. If you don't know, take your best guess — the screen will explain the answer either way, so you'll learn from every question.

You can pause and come back if you need a break. Try your best!

This is the schoolbook-depth assessment. It covers everything your child should know by the end of Year 2 in addition and subtraction — the same breadth they'd meet in an end-of-unit school test.

Topics included: reading number sentences, number bonds to 10 and 20, fact families (e.g. 8+5=13 → 13-5=8), two-digit + and − (mentally), commutativity (knowing 7+5 = 5+7), inverse-as-check, and one-step word problems across money and quantities.

Allow about 10–15 minutes. The 70% pass mark roughly mirrors a "secure" judgement against age-related expectations. Below 50% is a clear signal to revisit a few sub-topics — the Review screen will show exactly which questions tripped them up.

Comprehensive end-of-unit assessment for the Year 1 + Year 2 addition and subtraction programme of study. Maps to the full DfE NC Mathematics PoS for KS1, including: 1NF-1 (additive facts within 10), 1NF-2 (number facts), 2AS-1 (mental addition and subtraction), 2AS-2 (inverse relationship).

Question distribution: 3 on reading number sentences, 4 on number bonds and fact families, 4 on two-digit ±, 3 on missing-number problems, 2 on commutativity vs subtraction order, 2 on inverse-as-check.

Best used as: end-of-unit summative assessment; gap analysis before SATs-style revision; year-on-year comparison data (Y1 vs Y2 cohort scores).

Differentiation: direct lower-attaining pupils to the Starter Test first; direct higher-attaining pupils to the Challenge Test after this one.

Marking is automatic. The Review screen shows the breakdown by question with the explanation for each — going through this together is the highest-value part of the activity. You don't need a mark scheme.

For diagnostic purposes, look at which question type caused the most errors:
• Missing-number problems? Practise inverse operations.
• Two-digit ± errors? Revisit place value first.
• Word problem errors? Practise highlighting the maths verb ("altogether", "left", "how many more").

How to study with Add & Subtract — Main Test

This parent guide relates the page examples with a usable study routine. The present resource is labelled Mathematics, Key Stage 1, Year 1, Year 2, Quiz. Use that context, the learning summary and published prompts to clarify what effective work should show.

Prepare a focused session

Read the title and learning focus side by side. Ask the learner to anticipate the understanding, terminology or technique they may need. Scan each sample and identify instruction words, amounts, clues, constraints or unfamiliar terms. Agree a realistic time window, clear interruptions and gather appropriate tools such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an unaided first attempt so the response shows firm understanding and doubt. A reflective pause often aids retrieval better than an instant answer.

Make thinking published

Invite the learner to describe the task in their own words. They can underline necessary information, divide a complex problem into shorter steps, sketch a diagram, arrange evidence, rehearse a sentence or describe a planned method. Ask why their approach fits and whether another plan could work. When work stops, provide a carefully scaled hint: state again the goal, point towards a relevant example, reduce the choice, then model only the next step. Return ownership immediately afterwards. Spoken reasoning exposes mistakes and practises specific subject language.

Check accuracy and understanding

Compare the attempt with published answer guidance after sustained effort. Inspect more than the final response: review the method, explanation, units, evidence, sequence, spelling or presentation where relevant. Ask the learner to find the first point where their reasoning changed direction. Complete corrections actively in a different colour or new space, followed by a concise note of the correction. For a correct answer, ask for reasoning and one unaided check. This differentiates secure understanding from guessing while building accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the main idea, process or fact again. Create one small variation by changing a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a similar question and supply checking guidance. Record one success and one specific next step, perhaps reviewing terminology, repeating a calculation, adding evidence or developing clarity. Recheck that target afterwards in the week because spaced review gives clearer information than instant repetition.

The interactive player, downloadable file and make answer material retain their existing access controls. The guide aids preparation, discussion and review.

Sample questions

Try these questions before opening the interactive quiz. Answers and feedback remain inside the quiz.

Which number sentence shows "12 take away 5"?
Which is a number bond to 20?
If 6 + 3 = 9, what is 9 - 3?
Fill in the missing number: 8 + □ = 14
Fill in the missing number: 15 - □ = 8

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