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Corpus Christi Catholic Primary School

Unit Title – Addition & Subtraction

Unit – Addition

& Subtraction

Maths Year 6 Curriculum

Emerging

Expected Exceeding

Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(.6.1)

Secure

(6.2)

High

(6.3)

Low

(7.1)

Secure

(7.2)

High

(7.3)

Co

re Le

arn

ing

Year 5 Expected PoS

1.add and subtract whole numbers with

more than 4digits including using formal

written methods (columnar addition and

subtraction)

2.add and subtract numbers mentally with

increasingly large numbers

3. use rounding to check answers to

calculations and determine, in the context of a

problem, levels of accuracy

4. solve addition and subtraction multi-step

problems in contexts, deciding which

operations and methods to use and why

Year 6 Expected PoS

.

Please note, the unit for addition and subtraction

is combined in a single unit entitled ‘addition,

subtraction, multiplication and division’.

1.multiply multi-digit numbers up to 4 digits by

a two-digit whole number using the formal

written method of long multiplication

2.divide numbers up to 4 digits by a two-digit

whole number

3.using the formal written method of long

division, and interpret remainders as whole

number remainders, fractions, or by rounding,

as appropriate for the context

4.perform mental calculations, including with

mixed operations and large numbers.

5.identify common factors, common multiples

and prime numbers

6.use their knowledge of the order of operations

to carry out calculations involving the four

operations

7.solve addition and subtraction multi-step

problems in contexts, deciding which operations

and methods to use and why

8.solve problems involving addition, subtraction,

multiplication and division

9.use estimation to check answers to


problem, levels of accuracy.

Year 7 Expected PoS


Unit - Addition

& Subtraction


Emerging Expected Exceeding Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Low

(7.1)

Secure

(7.2)

High

(7.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

1.Ensure children have a good understanding of

vocabulary associated with addition and

subtraction e.g. more than, increase, less than,

difference between, sum etc.

2.Ensure understanding of addition commutative

law e.g. 6+3=3+6

3.Develop and refine column addition for up to

five digit numbers with carrying – ensure columns

are labelled and children are able to ‘talk through’

calculation e.g. 5 tens add 6 tens = 11 tens which has the same value as 1 hundred and 1 ten, so I add the 1 hundred to my hundred column. 4.Practise column method for subtraction,

including decomposition/regrouping (please avoid

calling borrowing) – ensure children understand

method and can talk through their calculations.

Focus on language and terminology of same value

different appearance for regrouping e.g. 335 – 118 = 5 units take away 8 units would be a negative number, so I regroup the numbers keep the value the same, 35 becomes 2 tens and 15units, 15 units take away 8 units = 7 units. Include numbers which have consecutive zeros

e.g. 5008 – 2345 = 5.Ensure children are confident in choosing a

subtraction written method which best fits their

calculation e.g. 3002-2998 would lend itself to a counting on strategy before calculating e.g. 560 + 180, estimated as 600 + 200 = 800. Ensure children compare

calculation to estimation , remind them of rhyme

‘estimate, calculate, check-it-mate

1.Ensure children have a good understanding

of vocabulary associated with addition and

subtraction e.g. more than, increase, less

than, difference between etc.

2.Ensure fluency for columnar addition and

subtraction method, including numbers up to

two decimal places – ensure columns are

labelled and children are able to ‘talk

through’ calculations – see guidance from

previous groups

3.Ensure children are able to effectively and

efficiently apply their mental and written

methods in a variety of contexts. Ensure

children can justify the method they use

when and why.

4.Add and subtract negative numbers, use a

number line to aid understanding. Children do

not have to add two negative numbers. When

adding with a negative number ensure

children use their knowledge of commutative

law to start with the negative number

e.g. 8 + -3 change to -3 + 8 = 5


Unit - Addition

& Subtraction



(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Low

(7.1)

Secure

(7.2)

High

(7.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

6.Continue to use inverse operation, effective

method for re-calculation where estimation and

original calculation does not correspond

7.Add a group (up to 5 numbers) of single

numbers mentally – effectively and efficiently!

Ensure children are using knowledge of

commutative law looking for patterns/number

bonds

8.Mentally (effectively and efficiently) add any

two single, two or three digit numbers using

mental partitioning– calculations may cross a ten

unit boundary e.g. 336 + 215,

9.Add and subtract mentally a ‘near multiple of

10, 100 or 1000’ to or from a number – up to

three digits by two digits e.g. 322 + 129 = (322 +

130) -1= 451,

439 – 198 = (439-200)+2 = 241

10.Mentally subtract any two digit number by a

two digit number using a counting on method e.g.

68-17

11.Mentally add and subtract with increasingly

large numbers choosing the most effective and

efficient method e.g. 12,462 – 10,162

12.Solve word problems involving addition and

subtraction in the context of money or measure –

related to calculations above


subtraction in the context of measure – related

to calculations above. This includes word problems

which involve multiple steps and understanding

the question e.g. find total weight of cars passing over a bridge in a 1 hour period. What is the difference between this and its recommended weight limit over a 1 hour period.

5.Refine rounding (rounding to a greater

degree of accuracy) to estimate an answer

and inverse operation to check calculations

e.g. 132 – 87 = 45 …. 45 + 87 = 132

6.Provide opportunities for children to

continuingly practice mentally adding and

subtracting numbers, using increasingly large

numbers


Unit – Addition

& Subtraction



(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Low

(7.1)

Secure

(7.2)

High

(7.3)

No

tes a

nd

Gu

ida

nce

1.Pupils practise using the formal written

methods of columnar addition and subtraction

with increasingly large numbers to aid fluency

2.They practise mental calculations with

increasingly large numbers to aid fluency (e.g.

12 462 – 2 300 = 10 162

1.Pupils practise addition, subtraction,

multiplication and division for larger numbers,

using the formal written methods of columnar

addition and subtraction, short and long

multiplication, and short and long division (see

Appendix 1).

2.They undertake mental calculations with

increasingly large numbers and more complex

calculations.

3.Pupils continue to use all the multiplication

tables to calculate mathematical statements in

order to maintain their fluency.

4.Pupils round answers to a specified degree

of accuracy, e.g. to the nearest 10, 20, 50 etc,

but not to a specified number of significant

figures.

5.Pupils explore the order of operations using

brackets; for example, 2 + 1 x 3 = 5 and (2 + 1)

x 3 = 9.

6.Common factors can be related to finding

equivalent fractions.


Unit Title - Addition & Subtraction

Unit -Addition

& Subtraction


Emerging

Expected Exceeding

Low

(4.1)

Secure

(4.2

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Co

re Le

arn

ing

Year 4 Expected PoS

1.add and subtract numbers with up to 4

digits using the formal written methods of

columnar addition and subtraction where

appropriate

2. estimate and use inverse operations to

check answers to a calculation

3. solve addition and subtraction two-step



Year5 Expected PoS

.




subtraction)









Year 6 Expected PoS

Please note, the unit for addition and subtraction is

combined in a single unit entitled ‘addition,

subtraction, multiplication and division’.

1.multiply multi-digit numbers up to 4 digits by

a two-digit whole number using the formal

written method of long multiplication

2.divide numbers up to 4 digits by a two-digit

whole number

3.using the formal written method of long

division, and interpret remainders as whole

number remainders, fractions, or by rounding,

as appropriate for the context

4.perform mental calculations, including with

mixed operations and large numbers.

5.identify common factors, common multiples

and prime numbers

6.use their knowledge of the order of operations

to carry out calculations involving the four

operations

7.solve addition and subtraction multi-step

problems in contexts, deciding which operations

and methods to use and why

8.solve problems involving addition, subtraction,

multiplication and division

9.use estimation to check answers to


problem, levels of accuracy.


Unit – Addition

& Subtraction



(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)





2.Ensure understanding of commutative law for

addition e.g. 6+3=3+6


four digit numbers with carrying – ensure columns

are labelled. Include adding more than two

integers e.g. 325 + 406 + 128 = use addition

knowledge bonds to 20 to develop efficiently.

4.Develop and refine the number line method for

subtraction using counting on method: up to four

digit numbers subtracting single, two digit or

three digit numbers crossing hundred or thousand

threshold e.g 432- 82, 109 – 14=

5.Develop column method for subtraction,





different appearance for regrouping e.g. 335 – 118 = 5 units take away 8 units would be a negative number, so I regroup the numbers keeping the value the same but changing the appearance, 35 becomes 2 tens and 15units, 15 units take away 8 units = 7 units. 6.Use formal written methods of columnar

subtraction for subtracting integers up to four

digits e.g. 2139 - 1456 =






law e.g. 6+3=3+6














‘estimate, calculate, check-it-mate’



subtraction e.g. more than, increase, less

than, difference between etc.

2.Ensure fluency for columnar addition and

subtraction method, including numbers up to

two decimal places – ensure columns are

labelled and children are able to ‘talk

through’ calculations – see guidance from

previous groups

3.Ensure children are able to effectively and

efficiently apply their mental and written

methods in a variety of contexts. Ensure

children can justify the method they use

when and why.

4.Add and subtract negative numbers, use a

number line to aid understanding. Children do

not have to add two negative numbers. When

adding with a negative number ensure

children use their knowledge of commutative

law to start with the negative number

e.g. 8 + -3 change to -3 + 8 = 5


Unit – Addition

& Subtraction



(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

7.Round numbers to their nearest 10, 100 or 1000

as a strategy for estimating before calculating

e.g. 560 + 180, estimated as 600 + 200 = 800. Ensure children compare calculation to estimation

, teach rhyme ‘estimate, calculate, check-it-mate’ 8.Continue to use inverse operation, effective




two two digit numbers using mental partitioning–

ensure calculations do not cross a ten unit

boundary e.g. 32 + 26, 45 – 23


two digit number using a counting on method –

the target number can be any number less than

100 e.g. 76 – 32 =

11.Add or subtract mentally a ‘near multiple of

10’ to or from a two-digit number

e.g. 34+19 = (34+20)-1 = 63 12.Add a group (up to 3 numbers) of single


13.Ensure children are using knowledge of


bonds


subtraction in the context of money – related to

calculations above. This includes word problems

which involve more than a single step e.g. how

much change was left from £10 where they find a

total before subtracting to find the change.








bonds








130) -1= 451,

439 – 198 = (439-200)+2 = 241



68-17












5.Refine rounding (rounding to a greater

degree of accuracy) to estimate an answer

and inverse operation to check calculations

e.g. 132 – 87 = 45 …. 45 + 87 = 132

6.Provide opportunities for children to

continuingly practice mentally adding and

subtracting numbers, using increasingly large

numbers


Unit – Addition

& Subtraction



(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Low

(6.1)

Secure

(6.2)

High

(6.3)

No

tes a

nd

Gu

ida

nce

1.Pupils continue to practise both mental

methods and columnar addition and subtraction

with increasingly large numbers to aid fluency.






12 462 – 2 300 = 10 162

1.Pupils practise addition, subtraction,

multiplication and division for larger numbers,

using the formal written methods of columnar

addition and subtraction, short and long

multiplication, and short and long division (see

Appendix 1).

2.They undertake mental calculations with

increasingly large numbers and more complex

calculations.

3.Pupils continue to use all the multiplication

tables to calculate mathematical statements in

order to maintain their fluency.

4.Pupils round answers to a specified degree

of accuracy, e.g. to the nearest 10, 20, 50 etc,

but not to a specified number of significant

figures.

5.Pupils explore the order of operations using

brackets; for example, 2 + 1 x 3 = 5 and (2 + 1)

x 3 = 9.

6.Common factors can be related to finding

equivalent fractions.



Unit – Addition

& Subtraction


Emerging

Expected Exceeding

Low

(3.1)

Secure

(3.2

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Co

re Le

arn

ing

Year 3 Expected PoS

1 add and subtract numbers mentally,

including:

-a three-digit number and ones

-a three-digit number and tens

-a three-digit number and hundreds

2 add and subtract numbers with up to three

digits, using formal written methods of

columnar addition and subtraction

3 estimate the answer to a calculation and use

inverse operations to check answers

4 solve problems, including missing number

problems, using number facts, place value, and

more complex addition and subtraction

Year 4 Expected PoS

.




appropriate






Year 5 Expected PoS




subtraction)










Unit – Addition

& Subtraction



(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

1.Ensure understanding of addition and

subtraction through informal paper and

pencil methods e.g pictorial representations, using cubes



subtraction e.g. more than, increase, less than, difference between etc.

3.Ensure understanding of addition

commutative law e.g. 6+3=3+6 4.Practise column addition for up to three

digit numbers and introduce carrying –

ensure columns are labelled and children

understand the process of carrying – talk

through their learning e.g. 6 units add 5units = 11 units. This is the same value as 1 ten and 1 units so I carry my 1 ten to join the tens column 5.Develop and refine the number line

method for subtraction by counting on – up

to three digit number subtracting a three

digit, two digit or single digit number e.g.

145 – 23. 6.Mentally subtract any two digit number

(multiple of 10) by a single/two digit number

using the counting on method – start with

target number being a multiple of 10 and less

than 50 e.g. 40-18, extend to multiples of 10

less than 100
















threshold e.g 432- 82, 109 – 14=








digits e.g. 2139 - 1456 =






law e.g. 6+3=3+6














‘estimate, calculate, check-it-mate’


Unit – Addition

& Subtraction



(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

7.Add or subtract mentally a ‘near 10’ to or from

a two-digit number and adjust e.g. 32 +9 = (32+10)-1 Do not extent into multiplies of 10 at

this stage 8.Introduce column subtraction method – no

decomposition/regrouping at this stage– ensure

children comprehend method and language and

can choose method most appropriate for

calculation e.g. 103 – 98 – use counting on method

9.Practise transposing horizontal subtraction

calculations into a vertical format ensuring

columns are correctly labelled. Reinforce total

first (on top) and the importance of subtracting

from the top, the total (remind children no

commutative law in subtraction) – this is common

error where children have to decompose/regroup

10.Round numbers to their nearest 10 as a

strategy for estimating before calculating e.g. 56 + 18, estimated as 60 + 20 = 80 11.Use understanding of inverse operations to

check addition and subtraction calculations and to

find missing numbers e.g. b + 5 = 15










boundary e.g. 32 + 26, 45 – 23




100 e.g. 76 – 32 =







bonds














bonds








130) -1= 451,

439 – 198 = (439-200)+2 = 241



68-17













Unit – Addition

& Subtraction



(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Low

(5.1)

Secure

(5.2)

High

(5.3)

No

tes a

nd

Gu

ida

nce

1.Pupils practise solving varied addition and

subtraction questions.

2.For mental calculations with two-digit

numbers, the answers could exceed 100.

3.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.

1Pupils continue to practise both mental








12 462 – 2 300 = 10 162



Unit – Addition

& Subtraction


Emerging

Expected Exceeding

Low

(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Co

re Le

arn

ing

Year 2 Expected PoS

1 using concrete objects and pictorial

representations, including those involving

numbers, quantities and measures

2 applying their increasing knowledge of

mental and written methods

3 recall and use addition and subtraction facts to

20 fluently, and derive and use related facts up

to 100

4 add and subtract numbers using concrete

objects, pictorial representations, and

mentally, including:

-a two-digit number and ones

-a two-digit number and tens

-two two-digit numbers

-adding three one-digit numbers

5 show that addition of two numbers can be

done in any order (commutative) and

subtraction of one number from another cannot

6 recognise and use the inverse relationship

between addition and subtraction and use this

to check calculations and missing number

Year 3 Expected PoS

.


including:












Year 4 Expected PoS




appropriate







Unit – Addition

& Subtraction



(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

1.Ensure understanding of concepts of addition and

subtraction through informal paper and pencil

methods e.g pictorial representations, using cubes

2. Ensure children have a good understanding of



difference between etc.

3. Children can rapidly recall addition and

subtraction number bonds to 10

4. Children can apply knowledge of number

bonds to 10 to find related facts e.g. 60 + 30 =

90, 80 + 20 = 100, (remind children of 10 ty/10

tens)


subtraction number bonds to 20.

6. Children apply knowledge of addition and

subtraction facts to 20 to find related facts e.g.

130 + 40 = 170 (refer to the numbers in tens

form e.g. 13tens add 4tens = 17tens), 1200 + 300

= 1500 (refer to as 12hundred add 3hundred =

15hundred)

7. Introduce column addition of numbers up to two

2 digits – ensure columns and labelled (T U) and

children can ‘talk through’ their calculations e.g. 5

units and 3 units = 8 units, so I write 8 in my units

column. At this stage there is no carrying.





















less than 100

.Ensure children have a good understanding of















threshold e.g 432- 82, 109 – 14=








digits e.g. 2139 - 1456 =


Unit – Addition

& Subtraction



(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

8. Children can convert an addition calculation

written horizontally into a corresponding vertical

format correctly labelling the columns

9. Children can subtract two numbers (up to 2-digit

numbers) by finding the difference – this is a

method based on using a number line to count on .

It reinforces their understanding of number bonds.

10.add and subtract numbers mentally including:

- a 2-digit number and ones

- a 2-digit number and tens

- two 2-digit numbers

- three single digit numbers

11. these calculations should not involve children

having to cross a ten boundary e.g 64-3 ok but

not 64 -8, 67 – 42 ok but not 67 - 49

12recognise and show that addition can be done in

any order (commutative law) and subtraction

cannot – use their understanding of

commutative law to check their addition

calculations e.g. 5 +2 + 3 = 3+2+5

13understand inverse operations and use the

inverse of subtraction and addition to check

calculations and missing numbers e.g. 12 + a =

15, 15-12 = 3, a = 3

14Solve word problems with addition and

subtraction of numbers with up to 2-digits –

ensure word problems are related to the real

world


a two-digit number and adjust e.g. 32 +9 = (32+10)-1 Do not extent into multiplies of 10 at


























boundary e.g. 32 + 26, 45 – 23




100 e.g. 76 – 32 =







bonds








Unit – Addition

& Subtraction



(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Low

(4.1)

Secure

(4.2)

High

(4.3)

No

tes a

nd

Gu

ida

nce

1 Pupils extend their understanding of the

language of addition and subtraction to

include sum and difference

2 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 (e.g. 5 + 2 + 1 = 1 + 5 +

2 = 1 + 2 + 5). This establishes commutativity

and associativity of addition.

3. Recording addition and subtraction in

columns supports place value and prepares for

formal written methods with larger numbers.









1Pupils continue to practise both mental





Unit – Addition

& Subtraction


Emerging

Expected Exceeding

Low

(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Co

re Le

arn

ing

Year 1 Expected PoS

1

Year2 Expected PoS

.




2 applying their increasing knowledge of

mental and written methods

3 recall and use addition and subtraction facts to

20 fluently, and derive and use related facts up

to 100


objects, pictorial representations, and

mentally, including:





5 show that addition of two numbers can be

done in any order (commutative) and

subtraction of one number from another cannot

6 recognise and use the inverse relationship

between addition and subtraction and use this

to check calculations and missing number

Year 3 Expected PoS


including:













Unit – Addition

& Subtraction



(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

25.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

1.Ensure understanding of concepts of

addition and subtraction through informal

paper and pencil methods e.g pictorial

representations, using cubes

2. Ensure children have a good understanding







bonds to 10 to find related facts e.g. 60 + 30

= 90, 80 + 20 = 100, (remind children of 10

ty/10 tens)




subtraction facts to 20 to find related facts

e.g. 130 + 40 = 170 (refer to the numbers in

tens form e.g. 13tens add 4tens = 17tens),

1200 + 300 = 1500 (refer to as 12hundred

add 3hundred = 15hundred)

7. Introduce column addition of numbers up to

two 2 digits – ensure columns and labelled (T

U) and children can ‘talk through’ their

calculations e.g. 5 units and 3 units = 8 units,

so I write 8 in my units column. At this stage

there is no carrying.





















less than 100


Unit – Addition

& Subtraction



(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

8. Children can convert an addition calculation














not 64 -8, 67 – 42 ok but not 67 - 49









15, 15-12 = 3, a = 3




world


a two-digit number and adjust e.g. 32 +9 = (32+10)-1 Do not extend into multiplies of 10 at


















Unit – Addition

& Subtraction



(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Low

(3.1)

Secure

(3.2)

High

(3.3)

No

tes a

nd

Gu

ida

nce

1 Pupils extend their understanding of the

language of addition and subtraction to

include sum and difference

2 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 (e.g. 5 + 2 + 1 = 1 + 5 +

2 = 1 + 2 + 5). This establishes commutativity


3. Recording addition and subtraction in

columns supports place value and prepares for

formal written methods with larger numbers.











Unit – Addition

& Subtraction


Emerging

Expected Exceeding

Low

(0.1)

Secure

(0.2)

High

(0.3)

Low

(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Co

re Le

arn

ing

Reception Expected PoS

1

Yea 1 Expected PoS

.

Year2 Expected PoS




2 applying their increasing knowledge of mental

and written methods

3 recall and use addition and subtraction facts to 20

fluently, and derive and use related facts up to 100


objects, pictorial representations, and mentally,

including:





5 show that addition of two numbers can be done in

any order (commutative) and subtraction of one

number from another cannot

6 recognise and use the inverse relationship between

addition and subtraction and use this to check

calculations and missing number


Unit – Addition

& Subtraction



(0.1)

Secure

(0.2)

High

(0.3)

Low

(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

• 1.Ensure understanding of concepts of addition and

subtraction through informal paper and pencil

methods e.g pictorial representations, using cubes

2. Ensure children have a good understanding of







bonds to 10 to find related facts e.g. 60 + 30 =

90, 80 + 20 = 100, (remind children of 10 ty/10

tens)




subtraction facts to 20 to find related facts e.g.

130 + 40 = 170 (refer to the numbers in tens

form e.g. 13tens add 4tens = 17tens), 1200 + 300

= 1500 (refer to as 12hundred add 3hundred =

15hundred)

7. Introduce column addition of numbers up to two

2 digits – ensure columns and labelled (T U) and

children can ‘talk through’ their calculations e.g. 5

units and 3 units = 8 units, so I write 8 in my units

column. At this stage there is no carrying.


Unit – Addition

& Subtraction



(0.1)

Secure

(0.2)

High

(0.3)

Low

(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

Ad

ditio

na

l Lea

rnin

g

(Sch

oo

l Cu

rriculu

m)

• 8. Children can convert an addition calculation














not 64 -8, 67 – 42 ok but not 67 - 49









15, 15-12 = 3, a = 3




world


Unit – Addition

& Subtraction



(0.1)

Secure

(0.2)

High

(0.3)

Low

(1.1)

Secure

(1.2)

High

(1.3)

Low

(2.1)

Secure

(2.2)

High

(2.3)

No

tes a

nd

Gu

ida

nce

1 Pupils extend their understanding of the language

of addition and subtraction to include sum and

difference

2 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 (e.g. 5 + 2 + 1 = 1 +

5 + 2 = 1 + 2 + 5). This establishes commutativity


3. Recording addition and subtraction in columns

supports place value and prepares for formal

written methods with larger numbers.

addition & subtraction unit - corpus christi catholic … · unit title – addition &...

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