QuizFree to useIncludes a check

Adding & taking away — Speed Round

Interactive Speed Round for Mathematics — Adding & taking away.

Not tracking — create a free account to save your progress.Create free account →

Resource guide

Key stage

EYFS

Subject

Mathematics

Time

~15 min

Access

Free

Assessment

Included

Use the activity controls to begin. Open the guidance below for supporting information.

About this resource and curriculum

Rapid-fire multiple-choice against the clock. Marked at the end with answers. Solo play is tracked; group mode (1–6 players/teams) is for fun. Works with the lesson and mock paper for this topic.

Study guidance and sample questions

Get the most from this

Try the quiz. Read or listen to each question, take your time and choose your answer. Look at the feedback when you finish, and ask for help with a tricky idea.

This quiz offers short practice. Read or listen to questions with a younger learner where helpful, but give them time to think.

When an attempt is recorded, the dashboard may show its score and time. It does not store a per-question list of mistakes; discuss the on-screen feedback together.

Use this quiz for practice or a check-in. For early years in England, check the current EYFS statutory framework and observe what the child can do with and without support.

A recorded attempt can show score and time, not a saved list of individual mistakes. Review responses with the learner before choosing a next step.

Use any on-screen review after the quiz to discuss one response and a next step. A saved score or time is not a saved mistake-by-mistake report.

How to study with Adding & taking away — Speed Round

This parent guide relates the page examples with a structured study routine. The current resource is labelled Mathematics, Early Years (EYFS), Reception, Quiz. Use that context, the learning summary and published prompts to decide what successful work should show.

Prepare a focused session

Read the title and learning focus jointly. Ask the learner to anticipate the knowledge, language or method they may need. Scan each sample and spot command words, amounts, clues, constraints or unfamiliar terms. Agree a realistic time window, remove diversions and collect useful materials such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an unaided opening attempt so the work reveals sound understanding and doubt. A concise pause often aids retrieval better than an same-session answer.

Make thinking visible

Invite the learner to summarise the task in their own words. They can underline key information, separate a complex problem into smaller steps, draw a diagram, sort support, compose a sentence or describe a planned method. Ask why their route fits and whether another strategy could work. When progress stops, give a carefully scaled hint: rephrase the goal, point towards a useful example, reduce the choice, then demonstrate only the next step. Return ownership straight afterwards. Spoken reasoning highlights misconceptions and practises accurate subject language.

Check accuracy and understanding

Compare the attempt with visible answer guidance after sustained effort. Inspect more than the final work: review the method, explanation, units, support, sequence, spelling or presentation where useful. Ask the learner to find the opening point where their reasoning changed direction. Complete corrections actively in a different colour or new space, followed by a concise note of the improvement. For a correct answer, ask for reasoning and one unaided check. This differentiates confident knowledge from guessing while developing accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the core 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 precise next step, perhaps returning to terminology, practising a calculation, adding support or developing clarity. Recheck that target later in the week because spaced review gives clearer information than same-session repetition.

The interactive player, downloadable file and capture 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.

When we add one more object to a group, we get…
2 add 1 makes…
When we take one object away from a group, we get…
3 take away 1 makes…
To add we count…

Cookie	Provider	Purpose	Duration
`lh_cookie_consent`	Learnaroo Hub	Remembers your cookie choices so we don’t ask again.	6 months
`lh_member_*`	Learnaroo Hub	Keeps you securely signed in to your dashboard.	Session / 14 days
`lh_secure_*`	Learnaroo Hub	Protects your authenticated session.	Session
`lh_ui_*`	Learnaroo Hub	Remembers your dashboard display preferences.	1 year
`lh_session`	Learnaroo Hub	Maintains your server session while you browse.	Session
`__stripe_mid / __stripe_sid`	Stripe	Fraud prevention when you subscribe or pay.	1 year / 30 minutes

Cookie	Provider	Purpose	Duration
`_ga`	Google Analytics	Tells anonymous visitors apart to count usage.	2 years
`_ga_*`	Google Analytics	Keeps analytics session state.	2 years
`_gid`	Google Analytics	Tells anonymous visitors apart (short term).	24 hours
`_gat`	Google Analytics	Limits how often analytics data is collected.	1 minute

🧭 Choose a key stage

Early Years (EYFS)

Key Stage 1

Key Stage 2

Key Stage 3

GCSE

🎯 By format

Not sure which fits?

Adding & taking away — Speed Round

Ready to make learning click?

🍪 We value your privacy

Report a resource problem

Related modules

More on this topic

Ready to make learning click?