Addition

Working towards Phase 1

 Counting objects to find a total up to 10

Phase 1
 Count in ones S.C:
 Counting objects to find a total up to 20  I can put the largest number in my head.
10 + 4 = 14  I can put up the number of fingers I need to
add on.
10  I can count up in ones from the number in my
head.

 Using numberlines to count in ones

S.C:
 I can point to the largest number in the
3 + 2 = 5 calculation on my numberline.
+1 +1  I can count on in ones so the number gets
______________________________ bigger.
0 1 2 3 4 5 6 7

 Using hundred squares

S.C:
15 + 4 = 19  I can point to the largest number in the
calculation on my hundred square.
 I can count on in ones so the number gets
bigger.

Phase 2
 Counting on in tens and ones S.C:
34 + 23 = 57  I can draw a numberline.
 I can write the largest number at the start.
 I can add on the correct number of tens.

+1 +1 +1
I can add on the units.
+10 +10
34 44 54 55 56 57
 Using a hundred square
21+13 = 34 S.C:
 I can point to the largest number in the
calculation on a hundred square.
 I can move down on the hundred square to
add on tens.
 I can add on ones by moving across to make
the number bigger.

 Partitioning
S.C:
67 + 27 = 94  I can write out how many tens and add them
60 + 20 = 80 together.
 I can write out how many units and add them
7 + 7 = 14 together.
80 + 14 = 94  I can add the two totals together to make a
grand total.
Phase 3
 Column addition, up to 3 digits S.C:
345 + 716 = 1061  I can write the place value headings above the
calculation.
HTU  I can write the numbers above each other in
the correct columns.
345  I can add the units first, then tens then
+7 16 hundreds.
 I can write the total below the numbers I
10 6 1 added.
1  I can carry the T or H across to the next column
to the left.
Phase 4
 Column addition, up to 4 digits
S.C:
3587 + 675 = 4262  I can partition the two numbers into H, T, U.
3587  I can write the numbers above each other in
the correct columns.
+ 675  I can add the tenths first, followed by the units
4262 and then tens, then hundreds, then thousands.
1 1 1
 I can carry any tenths, U, T, H or Th into the
next column by marking a 1 below the line.
 Column addition, adding more than two numbers  I can place a decimal point on the answer line.
5097 + 3129 + 2877 = 11,103
5097
3129
+ 2877
11,103
1 22

 Column addition, involving carrying and numbers to 1 d.p.

28.5 + 18.7 = 47.2
28.5
+18.7
47.2
1 1

Phase 5
 Column addition, involving numbers with 3 d.p. S.C:
 I can write the numbers above each other in the
3.587 + 1.675 = 5.262 correct columns.
3.587  I can add the thousandths first and then
+ 1.675 hundredths, then tenths, then units.
 I can carry any thths, hth, ths, U into the next
5.262 column by marking a 1 below the line.
1 1 1  I can place a decimal point on the answer line.

 Column addition, involving numbers with 3 d.p., adding

more than two numbers S.C:
 I can put the biggest number at the top.
3.587 + 2.715 + 1.675 = 7.977  I can write the numbers above each other in the
3.587 correct columns.
 I can add the thousandths first and then
2.715 hundredths, then tenths, then units.
+ 1.675  I can carry any thths, hth, ths, U into the next
column by marking a 1 below the line.
7.977  I can place a decimal point on the answer line.
1 1 1
 Subtraction
Working towards Phase 1
 Counting objects

Phase 1
 Counting back in ones
S.C:
 Subtraction by counting on, using practical methods  I can put my finger on the largest number.
 I can count back in ones so the number gets
6 – 3 = 3 smaller.
-1 -1 -1  I can count on from the smallest number to the
biggest number.
______________________
0 1 2 3 4 5 6

6 – 3 = 3
+1 +1 +1
______________________
0 1 2 3 4 5 6

Phase 2
 Counting on, on a numberline –focus is on finding the
S.C:
difference between two numbers by counting up
 I can draw a numberline.
32 – 17 = 15  I can put the smallest number first and the
+10
largest number at the end.
+1 +1 +1 +1 +1  I can count up in ones to the nearest multiple
of 10.
 I can count up in tens to get closer the number.
17 18 19 20 30 31 32  I can add up the difference between the two
numbers.

 Using hundred squares

19-8 = 11
S.C:
 I can point to the largest number in the
calculation on a hundred square.
 I can move up on the hundred square to
takeaway on tens.
 I can takeaway ones by moving across to make
the number smaller.

Phase 3
 Recognising when to find the difference or count S.C:
back method with larger numbers (grouping 10s when needed)  I can draw a numberline.
237-186 = 51  I can put the smallest number first and the
largest number at the end.
 I can count up by chunking the ones to get to
+4 +10 +30 +7 the nearest multiple of 10.
 I can count up in tens to get closer the number
number.
186 190 200 230 237  I can add up the difference between the two
numbers.
  Column subtraction, no borrowing, up to 3 digits S.C:
257 - 122 = 135  I can write the place value headings above the
calculation.
H T U  I can put the digits in the correct columns.
 I can write the largest number above the
257 smallest number starting with the units.
- 122  I can take the bottom numbers away from the
top numbers.
135  I can borrow 10 from the T column and 100
from the H column if I need to.

Phase 4
 Column subtraction, including borrowing, up to 4 digits S.C:
754 – 286 = 468  I can put the digits in the correct columns
 I can write the largest number above the
6 14 1 smallest number.
754  I can take the bottom numbers away from the
top numbers.
- 286  I can borrow 10 from the T column and 100
468 from the H column if I need to.

 Column subtraction, involving numbers up to 1 d.p.

28.5 – 15.7 = 12.8 S.C:
7 1  I can write the largest number above the
smallest number.
28.5  I can take the bottom numbers away from the
- 15.7 top numbers.
 I can subtract the tenths column first, followed
12.8 by the units, then tens etc.
 I can borrow from the next column on the left
if the top digit is smaller than the bottom digit.
 I can place a decimal point on the answer line.

Phase 5
 Column subtraction, involving numbers with 3 d.p. S.C:
 I can write the largest number above the
3.687 – 1.575 = 2.112 smallest number.
 I can take the bottom numbers away from the
3.687 top numbers.
 I can subtract the thousandths column first,
- 1.575 followed by the hundredths, tenths, then the
2.1 12 units etc
 I can borrow from the next column on the left
if the top digit is smaller than the bottom digit.
 I can put a decimal point on the answer line.
 Multiplication
Phase 1
 Using the vocabulary ‘lots of’ and ‘groups of’ S.C:
 Doubling with objects  I can group objects.
 I can add the number I am multiplying by.
2 x 4 = 8  I can count how many numbers I have added.

2 lots of four

 Repeated addition
3 x 5 = 15 4 x 4 = 16
3 lots of 5 = 5+5+5 =15 4 lots of four = 4+4+4+4 = 16

Phase 2
 Repeated addition can be shown easily on a numberline S.C:
5 x 3 = 15  I can draw a numberline.
 I can count on in jumps of the number I am
multiplying by.
5 5 5  I can count how many jumps I made.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

 Arrays
S.C:
3 x 8 = 24  I can draw groups of the number I am
multiplying by.
 I can count the number of drawings I created.

Phase 3
 Partitioning
15 x 3 = 45 S.C:
 I can partition the 2-digit number.
 I can multiply both partitioned numbers by the
10 x 3 = 30 30 number I am multiplying by.
 I can add the answer together to get a final
5 x 3 = 15 + 15 answer.
45

 Grid method, 3 digits by 1 digit

S.C:
223 x 8 = 1784  I can partition the larger number.
x 200 20 3  I can multiply the hundreds, tens and units by
the number I am multiplying by.
8 1600 160 24  I can place the answers in the correct box in the
grid.
 I can add the answer together to get a final
answer.
Phase 4
 Grid method, 3 digits by 2 digits
S.C:
 I can draw a grid.
 I can partition both numbers
 I can multiply the hundreds, tens and units by
the tens and units I am multiplying by.
 I can place the answers in the correct box in the
grid.
 I can add the answer together to get a final
answer.

 Grid method, involving numbers with 1 d.p.

S.C:
 I can partition the decimal number.
 I can multiply the hundreds, tens, units and
tenths by the number I am multiplying by.
 I can place the answers in the correct box in the
grid.
 I can add the answer together to get a final
answer.

 Column multiplication, 2 digits by 1 digit

25 x 7 = 175
S.C:
 I can write the largest number above the
25 smallest number.
 I can multiply the units first.
x7  I can place a zero as a place holder below the
35 (5 x 7) answer of the units.
 I can multiply to 10s and write the answer
140 (20 x 7) underneath the U answer.
175  I can add the two numbers together.

Phase 5
 Grid method, multiplying by 2 digits, involving numbers with 2 d.p. S.C:
 I can partition the decimal number and the
8.98 x 23 = 206.54 multiplier.
 I can multiply the hundreds, tens, units, tenths
x 8 .9 .08 and hundredths by the number I am multiplying
20 160 18.0 1.6 179.60 by.
 I can place the answers in the correct box in the
3 24 2.7 0.24 + 026.94 grid.
 I can add the answer together to get a final
206.54 answer.
11 1
 Division
Working towards Phase 1
 Sharing using objects – up to 10

Phase 1
 Sharing using objects – 2, 5 and 10s, using grouping/sharing S.C:
vocabulary  I can draw the right number of circles for the
6 ÷ 3 = 2 number I am dividing by.
 I can put one dot in each circle and keep
6 sweets divided between 3 people counting up until I reach the largest number in
the calculation.
 I can count how many dots are in each group.

 Sharing using pictures

Phase 2
 Grouping with pictures
S.C:
6 ÷ 3 = 2  I can recognise the division symbol.
 I can draw the right number of dots for the
largest number in a row.
 I can group the dots on the row according to the
divisor.
 I can count how many dots in each group.
 Grouping pictures with remainders  I can write the number left as a remainder (r).
8 ÷ 3 = 2 r 2

 Numberline – counting back in groups, how many groups/ jumps S.C:

did we make?  I can draw a numberline from 0 to the largest
number in the calculation.
 I can count back on the numberline in groups
12 ÷ 3 = 4 of the divisor until I reach the end of the
-3 -3 -3 -3 numberline.
 I can count the number of groups.

0 3 6 9 12
Phase 3
 Numberline – chunking choosing a multiple of the S.C:
divisor to chunk off at a time, until target number is reached  I can draw a numberline from 0 to the largest number in
or as close to target number as possible with remainders calculation.
 I can draw a fact box and write in the known facts for
64 ÷ 4 = 16 2x, 5x and 10x.
 I can use the fact box to chunk the number of groups I
make until I reach the end of the numberline.
10x4 5x4 1x4 =16 groups  I can count up the number of groups.
FACTS:
1x4 = 4
0 40 60 64 2x4 = 8
5x4 = 20
10x4 = 40

 Expanded chunking method, 2 digits by 1 digit

S.C:
96 ÷ 6 = 16  I can write the calculation using the ‘bus stop’ method.
16  I can select the times table I am working in.
 I can take away ‘chunks’ of the divisor.
6 ) 96  I can write the ‘chunks’ that I am taking away in the relevant
- 60 10x6 columns.
 I can use column subtraction to find the new total.
36  I can take away ‘chunks’ of the divisor until I get as close to the 0.

- 36 6x6 
I can total up the totaled ‘chunked’ amount.
I can record the answers as integers (whole numbers and
0 remainders).

Answer : 16

Phase 4
 Bus stop method (long division), 3 digits by 2 digits
349 ÷ 15 = 23 r 4 S.C:
 I can write the calculation using the ‘bus stop’ method.
23 r 4  I can select the times table I am working in.
15 ) 349  I can take away ‘chunks’ of the divisor.
 I can write the ‘chunks’ that I am taking away in the relevant
- 300 (20) columns.
49  I can use column subtraction to find the new total.
 I can take away ‘chunks’ of the divisor until I get as close to the 0.
- 45 (3)  I can total up the totaled ‘chunked’ amount.
4  I can record the answers as integers (whole numbers and
remainders).

Answer : 23 r4 or 23 4/15
Phase 5
 Short division, up to 3 digits by 2 digits
S.C:
 I can write the calculation using the ‘bus stop’ method.
96 ÷ 6 = 16  I can divide into the digits, starting from the left and
1 6 record the answer above .
 I can place the remainder in front of the next digit.
6 ) 9 36  I can keep going until I get to the final answer and
record any remainders.
(6 goes in 9 once, with a remainder of 3,
which gets carried in front of the 6 units making 36.
6 goes into 36 six times)

 Long division, up to 3 digit numbers with 2 d.p. S.C:

by 2 digit numbers  I can write the calculation using the ‘bus stop’ method.
 I can select the times table I am working in.
97.98 ÷ 23 = 4.26  I can take away ‘chunks’ of the divisor.
 I can write the ‘chunks’ that I am taking away in the
relevant columns by lining the decimal points up
4.26  I can use column subtraction to find the new total.
 I can take away ‘chunks’ of the divisor until I get as close
23 )97.98 to the 0.
-92___ 4 x 23  I can total up the totaled ‘chunked’ amount.
 I can record the answers as integers (whole numbers
5.98 and remainders).
- 4.6 0.02 x 23
1.38
- 1.38 0.06 x 23

Answer : 4. 26 or 4.3

Policy agreed: E. Shanahan, M. Booth, S. Sikora, H. Stone, E.Roberts, E. McGovern, E. Bethany

Policy reviewed: October 2014