Addition and Subtraction Year 1 Addition Calculate answers to vertical ...
Calculation Policy 2015/16
Addition and Subtraction Year 1 National expectations Pupils should be taught to: (+), subtraction (–) and equals (=) signs -digit and two-digit numbers to 20, including zero -step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =
– 9.
Guidance Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations. Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
Addition Calculate answers to vertical additions with 2-digit whole numbers (no tricky columns)
Subtraction
45 +24 6 9 Calculate answers to vertical additions with 2 digit and 3 digit whole numbers (no tricky columns)
Calculate answers to vertical subtractions with 2 digit and 3 digit whole numbers. (no tricky columns)
425 + 14 439
728 - 15 713
Calculate answers to vertical additions with 2 digit, 3 digit and 4 digit numbers. (no tricky columns)
Calculate answers to vertical subtraction with 2 digit, 3 digit and 4 digit numbers. (no tricky columns)
2357 + 21 2378
4545 11 4534 Addition and Subtraction Year 2
National expectations Pupils should be taught to: umbers, quantities and measures objects, pictorial representations, and mentally, including: -digit number and ones -digit number and tens -digit numbers -digit numbers (commutative) and subtraction of one number from another cannot ssing number problems. Guidance Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30. They check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and associativity of addition. Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers.
Addition Copy and calculate vertical additions with up to 4-digit whole numbers (no ‘tricky’ columns)
4321 + 245 4566 Copy and calculate vertical additions with up to 4-digit whole numbers (with ‘tricky’ columns)
Subtraction Copy and calculate vertical subtractions with up to 4-digit whole numbers (no ‘tricky’ columns)
4564 - 243 321 Copy and calculate vertical subtractions with up to 4-digit whole numbers (with ‘tricky’ columns)
3 1
3739 +2222 5961
8745 - 3227 5118
1
Copy and calculate addition Maths Stories with up to 4 digit whole numbers as vertical addition. (with or without a trick first column.)
845 + 156 = 825 + 156 981 1
Copy and calculate subtraction Maths Stories with up to 4 digit whole numbers as vertical addition. (with or without a trick first column.)
544 – 325 = 3 1
545 - 325 219
Addition and Subtraction Year 3 National expectations Pupils should be taught to: -digit number and ones -digit number and tens -digit number and hundreds
rmal written methods of columnar addition and subtraction nd subtraction
Guidance Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100. Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (
Addition
Subtraction
Write Maths Stories as vertical additions( with tricky units, tens or hundreds and calculate the answer)
Write Maths Stories as vertical subtractions (with tricky units, tens or hundreds and calculate the answer)
3845 + 2387 =
5426 – 637 = 4 13 11 1
3845 + 2387 6232
5426 - 637 4789
1 1 1
Calculate vertical additions 1 decimal point only.
4.5 + 8.7 1 3.2 1
1
Addition and Subtraction Year 4 National expectations Pupils should be taught to: inverse operations to check answers to a calculation -step problems in contexts, deciding which operations and methods to use and why.
propriate
Guidance Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see
Addition Calculate vertical additions with decimal fractions (no tricky columns)
Subtraction Write Maths Stories as vertical subtractions (with tricky units, tens or hundreds and calculate the answer) including zero’s within numbers.
5004 – 937 = 3 2. 1 2 + 23.87 55.99 Calculate vertical additions with decimal fractions (any tricky columns)
38. 49 + 23. 23 61 .72 1
4 9 1 1
510 0 4 - 937 4077 Calculate vertical subtractions with decimal fractions (no tricky columns)
34.26 - 13.13 21 .13
1
Calculate vertical subtractions with decimal fractions (any tricky columns) 4 1
4 1
5 4. 5 6 - 6. 3 7 4 8. 1 9
Addition and Subtraction Year 5 National expectations add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) lations and determine, in the context of a problem, levels of accuracy -step problems in contexts, deciding which operations and methods to use and why. Guidance Pupils practise using the formal written methods of columnar addition and subtraction with increasingly large numbers to aid fluency They practise mental calculations with increasingly large numbers to aid fluency (for example, 12 462 – 2300 = 10 162).
Addition Write two or three 4 digit numbers as vertical additions(with tricky units, tens or hundreds and calculate the answer)
3845 2387 + 1351 7583
Subtraction Write two or three 4 digit numbers as vertical subtractions (with tricky units, tens or hundreds and calculate the answer)
4 13 11 1
5426 - 1637 3789
1 1 1
Write two or three 4-digit decimal numbers vertically, with up to three decimal places and calculate with more than one tricky column, using addition.
Write two or three 4-digit decimal numbers vertically, with up to three decimal places and calculate with more than one tricky column, using subtraction 3 14 1
38.45 2.387 135.1
38.450 2.387 3 6 .0 6 3
175 . 9 37 1
1
Consider adding place holder zero’s.
Addition and Subtraction Year 6 National expectations use their knowledge of the order of operations to carry out calculations involving the four operations solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy. Guidance Pupils practise addition and subtraction for larger numbers, using the formal written methods of columnar addition and subtraction They undertake mental calculations with increasingly large numbers and more complex calculations
Addition
Expectation is for children to have a solid method for addition by year 6 but recapping and practicing for larger numbers is still appropriate.
Subtraction
Expectation is for children to have a solid method for addition by year 6 but recapping and practicing for larger numbers is still appropriate.
Addition and Subtraction Year 1 National expectations Pupils should be taught to: (+), subtraction (–) and equals (=) signs -digit and two-digit numbers to 20, including zero -step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =
– 9.
Guidance Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations. Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
Addition Calculate answers to vertical additions with 2-digit whole numbers (no tricky columns)
Subtraction
45 +24 6 9 Calculate answers to vertical additions with 2 digit and 3 digit whole numbers (no tricky columns)
Calculate answers to vertical subtractions with 2 digit and 3 digit whole numbers. (no tricky columns)
425 + 14 439
728 - 15 713
Calculate answers to vertical additions with 2 digit, 3 digit and 4 digit numbers. (no tricky columns)
Calculate answers to vertical subtraction with 2 digit, 3 digit and 4 digit numbers. (no tricky columns)
2357 + 21 2378
4545 11 4534 Addition and Subtraction Year 2
National expectations Pupils should be taught to: umbers, quantities and measures objects, pictorial representations, and mentally, including: -digit number and ones -digit number and tens -digit numbers -digit numbers (commutative) and subtraction of one number from another cannot ssing number problems. Guidance Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30. They check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and associativity of addition. Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers.
Addition Copy and calculate vertical additions with up to 4-digit whole numbers (no ‘tricky’ columns)
4321 + 245 4566 Copy and calculate vertical additions with up to 4-digit whole numbers (with ‘tricky’ columns)
Subtraction Copy and calculate vertical subtractions with up to 4-digit whole numbers (no ‘tricky’ columns)
4564 - 243 321 Copy and calculate vertical subtractions with up to 4-digit whole numbers (with ‘tricky’ columns)
3 1
3739 +2222 5961
8745 - 3227 5118
1
Copy and calculate addition Maths Stories with up to 4 digit whole numbers as vertical addition. (with or without a trick first column.)
845 + 156 = 825 + 156 981 1
Copy and calculate subtraction Maths Stories with up to 4 digit whole numbers as vertical addition. (with or without a trick first column.)
544 – 325 = 3 1
545 - 325 219
Addition and Subtraction Year 3 National expectations Pupils should be taught to: -digit number and ones -digit number and tens -digit number and hundreds
rmal written methods of columnar addition and subtraction nd subtraction
Guidance Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100. Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (
Addition
Subtraction
Write Maths Stories as vertical additions( with tricky units, tens or hundreds and calculate the answer)
Write Maths Stories as vertical subtractions (with tricky units, tens or hundreds and calculate the answer)
3845 + 2387 =
5426 – 637 = 4 13 11 1
3845 + 2387 6232
5426 - 637 4789
1 1 1
Calculate vertical additions 1 decimal point only.
4.5 + 8.7 1 3.2 1
1
Addition and Subtraction Year 4 National expectations Pupils should be taught to: inverse operations to check answers to a calculation -step problems in contexts, deciding which operations and methods to use and why.
propriate
Guidance Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see
Addition Calculate vertical additions with decimal fractions (no tricky columns)
Subtraction Write Maths Stories as vertical subtractions (with tricky units, tens or hundreds and calculate the answer) including zero’s within numbers.
5004 – 937 = 3 2. 1 2 + 23.87 55.99 Calculate vertical additions with decimal fractions (any tricky columns)
38. 49 + 23. 23 61 .72 1
4 9 1 1
510 0 4 - 937 4077 Calculate vertical subtractions with decimal fractions (no tricky columns)
34.26 - 13.13 21 .13
1
Calculate vertical subtractions with decimal fractions (any tricky columns) 4 1
4 1
5 4. 5 6 - 6. 3 7 4 8. 1 9
Addition and Subtraction Year 5 National expectations add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) lations and determine, in the context of a problem, levels of accuracy -step problems in contexts, deciding which operations and methods to use and why. Guidance Pupils practise using the formal written methods of columnar addition and subtraction with increasingly large numbers to aid fluency They practise mental calculations with increasingly large numbers to aid fluency (for example, 12 462 – 2300 = 10 162).
Addition Write two or three 4 digit numbers as vertical additions(with tricky units, tens or hundreds and calculate the answer)
3845 2387 + 1351 7583
Subtraction Write two or three 4 digit numbers as vertical subtractions (with tricky units, tens or hundreds and calculate the answer)
4 13 11 1
5426 - 1637 3789
1 1 1
Write two or three 4-digit decimal numbers vertically, with up to three decimal places and calculate with more than one tricky column, using addition.
Write two or three 4-digit decimal numbers vertically, with up to three decimal places and calculate with more than one tricky column, using subtraction 3 14 1
38.45 2.387 135.1
38.450 2.387 3 6 .0 6 3
175 . 9 37 1
1
Consider adding place holder zero’s.
Addition and Subtraction Year 6 National expectations use their knowledge of the order of operations to carry out calculations involving the four operations solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy. Guidance Pupils practise addition and subtraction for larger numbers, using the formal written methods of columnar addition and subtraction They undertake mental calculations with increasingly large numbers and more complex calculations
Addition
Expectation is for children to have a solid method for addition by year 6 but recapping and practicing for larger numbers is still appropriate.
Subtraction
Expectation is for children to have a solid method for addition by year 6 but recapping and practicing for larger numbers is still appropriate.
