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Addition Subtraction Multiplication Division

Rec Children are encouraged to develop Children are encouraged to develop Children will experience equal Children will understand equal
a mental picture of the number a mental picture of the number groups of objects. groups and share items out in play
system in their heads to use for system in their heads to use for Count repeated groups of the same and problem solving.
calculation. calculation. size. Share objects into equal groups.
Relate addition to combining two Relate subtraction to ‘taking away’. Some children may begin to count in
groups of objects. The children develop ways of 5s and 10s.
They develop ways of recording recording calculations using pictures
calculations using pictures etc. etc. The children will work on practical
Bead strings or bead bars can be Bead strings or bead bars can be problem solving activities involving
used to illustrate addition. used to illustrate subtraction equal sets or groups.
including bridging through ten by
counting back. Children will learn to count in 2s
through pairs of objects.

e.g. 7 + 3 = 10
The children will use number lines
and practical resources to support
e.g. 10 – 7 = 3
calculation and teachers
The children will use number lines
demonstrate the use of a number
and practical resources to support
line.
calculation and teachers
demonstrate the use of a number Children will solve problems using
line. halving and sharing.
 Addition Subtraction Multiplication Division
Year 1 Using pictures. Using pictures. Children will experience equal groups Children will understand equal groups
Bead strings or bead bars can be used Bead strings or bead bars can be used of objects. and share items out in play and
to illustrate addition including to illustrate subtraction including The children will count in 2s, and 10s problem solving.
bridging through 10 by counting on. bridging through 10 by counting back. and begin to count in 5s. They will count in 2s and 10s and later
The children will work on practical in 5s.
problem solving activities involving
equal sets or groups.
e.g. 6 + 4 = 10.
Solve one-step problems involving Solve one-step problems involving
e.g. 10 – 6 = 4
multiplication and division, by multiplication and division, by
The children use number lines and
calculating the answer using calculating the answer using
practical resources to support The children use number lines and
concrete objects, pictorial concrete objects, pictorial
calculation and teachers demonstrate practical resources to support
representations and arrays with the representations and arrays with the
the use of the number line. calculation and teachers demonstrate
support of the teacher. support of the teacher.
Children will draw the Empty Number the use of the number line.
Line. Children will draw the Empty Number
Children begin to use number lines to Line.
support their own calculations using a Children begin to use number lines to
numbered line to count on in ones. support their own calculations using a
numbered line to count back in ones.
Children need to understand addition The number line should also be used
as combining groups and counting or to show that 6 – 3 means the
jumping on in steps of 1. ‘difference between 6 and 3’ or the
‘difference between 3 and 6’ and how
Add single digit numbers using a many jumps they are apart counting
beadframe 20. back in ones.
Children need to understand
subtraction as taking away and
counting or jumping back.
Add and subtract one-digit and two
digit numbers to 20, including zero. Add and subtract one-digit and two
digit numbers to 20, including zero.
Read, write and interpret
mathematical statements involving
addition (+), subtraction (-) and
equals (=) signs.
 Addition Subtraction Multiplication Division
Year 2 Children will begin to use Empty Number Children will begin to use Empty Count in steps of 2, 3, and 5 from 0, Children will develop their
Lines themselves starting with the larger Number lines to support calculations. and in tens from any number forward understanding of division and
number and counting on. Counting back: or backward. use jottings to support their
First counting on in tens and ones/units. First counting back in tens and Recall and use multiplication and calculation.
e.g. 45 + 31 = 76 ones/units. division facts for the 2, 5 & 10 times Sharing equally
e.g. 72 – 23 = 49 tables. 6 sweets are shared between
2 people, how many do they
Children will develop their get each?
understanding of multiplication and
use jottings to support calculation.
Repeated addition
Then helping the children to become more 3 times 5 is: 3 + 3 + 3 + 3 + 3 = 15
efficient by adding the ones/units in one or 3 x 5
jump. Then children become more efficient
by subtracting the ones/units in one Repeated addition can be shown easily
Followed by adding the tens in one jump jump. on a number line or bead frame.
and the ones/units in one jump. e.g. Grouping or repeated
subtraction
Children need to be familiar with counting There are 6 sweets, how many
on in tens from any number, recognising people can have 2 sweets
each?
patterns with numbers.
Commutativity
Children to develop their mental skills of As children become confident the tens Children should know that 3 x 5 has
‘overjumping’ to aid calculation. can be subtracted in larger steps until the same answer as 5 x 3.
they are completed in one jump. This can be shown on a number line by
Add and subtract numbers using concrete Again, the children need to apply their counting in steps of 3 or 5 and
operations, pictorial representations, and knowledge of number patterns to identifying the finishing point on both Using symbols to stand for
mentally, including: ensure accuracy. lines. unknown numbers to
 a two-digit number and ones
complete equations using
 a two-digit number and tens Add and subtract numbers using Arrays inverse operations
 two two-digit numbers concrete operations, pictorial Children should be able to model a e.g. ? ÷ 2 = 4
 adding three one-digit numbers representations, and mentally, multiplication calculation using an
including: array. This knowledge will support the 20 ÷ ? = 5
Non Statutory – recording in columns  a two-digit number and ones development of the grid method.
supports place value and prepares for  a two-digit number and tens When appropriate, the
formal methods.  two two-digit numbers children will taught
 adding three one-digit 6 x 3 = 18 remainders.
numbers 3 x 6 = 18
 Addition Subtraction Multiplication Division
Year Children will continue to use the Empty Children will continue to count back on Count from 0 in multiples of 4, 8, 50 Ensure that the emphasis in
3 Number Line with increasingly larger numbers. an Empty Number Line. and 100. Year 3 is on grouping rather
Methods include jumping in hundreds, tens and Recall and use multiplication and than sharing.
ones and bridging. division facts for the 3, 4 and 8 times
Mentally children will continue to be taught tables. Children will continue to use
over jumping. Children will continue to use repeated addition.
The largest number will be placed at the start repeated addition as a strategy for 12 ÷ 4 = 3
of the number line, counting in tens and blocks multiplication.
of ones.
e.g. 150 + 58 = 208 4 x 6 is:
4 + 4 + 4 + 4 + 4 + 4 = 24
Once secure the children will be
Reinforced by commutativity 3 equal jumps of 4 can be
introduced to column methods.
So, made to get to the target
6 x 4 is: number of 12.
Subtract numbers up to three digits,
6 + 6 + 6 + 6 = 24
using formal written methods of
For numbers that are near multiples of ten the Arrays Children will also move onto
columnar subtraction.
children will be taught to compensate. Children should be able to model a calculations with remainders.
e.g. 49 + 73 multiplication calculation using an
Subtract numbers mentally, including:
array. This knowledge will support e.g. 13 ÷ 4 = 3 r 1
 three-digit number and ones
Add the nearest multiple of ten (50) with the development of the grid
 a three-digit number and tens
So, 73 + 50 = 123 then subtract the 1 which was method. Using an Empty Number Line
 a three-digit number and
added to 49, to count in steps of 4. How
hundreds
Therefore 123 – 1 = 122. close can you get to the
6 x 3 =18 target number without going
Add numbers up to three digits, using formal 3 x 6 = 18 beyond?
written methods of columnar addition. Partitioning The difference between the
As children become confident in nearest multiple and the
Children will be taught equivalence tables facts to 10 x 10 multiplication target number equals the
? + ? = ? - ? e.g. 6 + 7 = 14 – 1 will be extended to TU x U remainder.
e.g 18 x 6 = 108
Add and subtract numbers mentally, including: Progressing to formal
 three-digit number and ones methods
 a three-digit number and tens
 a three-digit number and hundreds

Progressing to formal methods

 Addition Subtraction Multiplication Division
Year 4 Children will be taught the column Children will continue to use Empty Count in multiples of 6, 7, 9, 25 and Children will develop further their
method, adding the least significant Number Line with increasingly large 1000 use of repeated addition on an empty
digits first. numbers. number line to add multiples of the
Initially this will be taught as: Partitioning and decomposition Recall multiplication and division facts divisor. Initially there should be
e.g 67 + 24 = Partitioning – demonstrated using for times tables to 12 x 12 multiples of 10s, 5s and 2s – numbers
67 arrow cards with which the children are more
+ 24 Decomposition – base 10 materials Children will continue to use arrays familiar.
11 (7 + 4) and counters. where appropriate leading into the grid
80 (60 + 20) method for multiplication. Short division TU ÷ U
91 89 = 80 + 9
-57 50 + 7 Chunking method
267 + 85 = 30 + 2 = 32 Grid method
267 TU x U 72 ÷5 10 x 5 = 50
+85 Begin to exchange (short multiplication – multiplication by 4 x 5 = 20
12 (5 + 7) a single digit 70
140 ( 60 + 80) 71 e.g. 14 x 2 = 14 r 2
200 -46
352 This calculation This method can be expanded for
should be read as
Children will then move on to ‘carry - 70 + 1 larger numbers, with children looking
‘take 6 from 1’.
below the line’ 40 + 6 to see if they can multiply by 10
625 initially and then by 5. Children to
+48 - 60 + 11 apply multiplication skills to aid
673 40 + 6 division.
1 20 + 5 = 25
Using similar methods children will: This method can be extended to any Remainders to be shown as integers
 add numbers with up to 4 Children should: two digit number, with the children (whole numbers).
digits using formal written  be able to subtract numbers applying their understanding of single
methods with up to 4 digits using multiplication to multiples of 10. Continue to progress to formal
 begin to add two or more columnar subtraction methods where appropriate.
three digit sums of money,  Using this method, children Multiply two-digit and three-digit
with or without adjustment should begin to find the numbers by a one-digit number using
from the pence to the difference between two formal written layout
pounds three digit sums of money.
 know that the decimal points  Know that decimal points
must line up under each must line up under each
other, particularly when other.
adding or subtracting
 Addition Subtraction Multiplication Division
Year 5 Children will extend the carrying method to Partitioning and decomposition Count forwards or backwards in Children will continue to
numbers with at least four digits. Using counters where appropriate. steps of powers of 10 for any use written methods to
754 number up to 1,000,000 solve short division
Using similar methods children will: - 86
 add several numbers with different Grid method
numbers of digits. Step 1 700 + 50 + 4 HTU x U Divide numbers up to 4
 begin to add two or more numbers - 80 + 6 (short multiplication by a single digit) digits by a one-digit
with decimal places and these e.g. 367 x 5 number using the formal
numbers to have up to 3 decimal Step 2 700 + 40 + 14 (adjust from T to U)  Children to approximate first written of short division
places. - 80 + 6 and interpret remainders
 know that decimal points should appropriately for the
line up under each other, Step 3 600 + 140 + 14 (adjust from H to T) context
particularly when adding or - 80 + 6
subtracting mixed amounts e.g. 600 + 60 + 8 = 668 Long division using the
3.2m & 280cm formal method
Progressing to …
Once secure, subtract whole 196 ÷1 6
Add and subtract numbers mentally with numbers with more than 4 digits
Multiply numbers up to 4 digits by a
increasingly large numbers. using formal written methods. 12 r 4
one or two digit number using a
16 196
formal written method, including
Add whole numbers with more than four Children should: 160 (10 x1 6)
long multiplication for two – digit
digits using the formal method of columnar  be able to subtract numbers 36
numbers
addition. with different numbers of 32 (2 x 16)
digits. 4
 begin to find the difference Answer = 12 r 4
between two decimal
fractions with up to three Any remainders shown as
digits and the same number integers (whole numbers)
of decimal places. and where appropriate
 know that decimal points decimal numbers.
must line up under each
other.
 Addition Subtraction Multiplication Division
Year 6 Children should extend the Continue with standard Multiply multi digit numbers up to 4 Divide numbers up to 4-digits by a
carrying method to a number with decomposition method. digits by a two digit whole number two-digit whole number using the
any number of digits including using a formal written method of long formal written method of short
decimals. Children should: multiplication division where appropriate for the
 be able to subtract context.
Using this method children should numbers with different
be able to: numbers of digits. Divide numbers up to 4 digits by a
 add several numbers with  be able to subtract two or two-digit whole number using the
different numbers of digits. more decimal fractions formal method of long division,
 begin to add two or more with up to three digits and and interpret remainders as whole
decimal fractions with up to either one or two decimal number remainders, fractions, or
four digits and either one places. by rounding, as appropriate for the
or two decimal places.  know that decimal points context.
 know that each decimal must line up with each
point should line up under other. 972 ÷ 36
each other, particularly
when adding or subtracting 27
mixed amounts, 36 972
 e.g. 401.2 + 26.85 + 0.71 720 ( 20 x 36)
252
perform mental calculations, 180 ( 5 x 36)
including with mixed operations 72
and large numbers 72 (2 x 36)
0

Any remainders should be shown as

fractions, simplified where possible.

Remainders to be converted to
decimals where possible using the
formal method.

V2 – SEPTEMBER 2015