Wadworth Primary School
Calculation: Addition 2015
YR and Y1
Objectives:
 Read, write and interpret mathematical statements involving addition and
subtraction.
 Represent and use number bonds and related subtraction facts within 20.
 Add and subtract one digit and 2 digit numbers to 20, including zero.
 Solve one step problems that involve addition and subtraction, using concrete
objects and pictorial representations, and missing number problems such as
7=__-9
Rapid Recall – use templates to support, such as:
6
2
Use pictures in the template.
Link to solving missing number puzzles eg 8=6+__
Children are encouraged to develop a mental picture of the number system in their
heads to use for calculation. They develop ways of recording calculations using
pictures, etc.
They use numberlines and practical resources to support calculation and teachers
demonstrate the use of the numberline.
3+2=5
+1
+1
___________________________________________
0
1
2
3
4
5
6
7
8
9
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Children then begin to use numbered lines to support their own calculations using a
numbered line to count on in ones.
8 + 5 = 13
+1 +1 +1
+1
+1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
This would progress to adding 2 to make 10, then adding 3 to make 13 on an
empty number line.
Bead strings or bead bars can be used to illustrate addition including bridging
through ten by counting on 2 then counting on 3.
8+5 adding ones, then +2, +3 on empty number line
Real context: eg Reading bar graph: How many people bought ice creams in total.
2+7 reorder to 7+2
8+3+5+2 – make 10.
6+7 – using near doubles eg 6+6+1 or 7+7-1
Find all possibilities-make 6, make 8.
Dice investigation-roll 3 dice. How many ways of making 12 can you find?
Continue the pattern
10 + 8 = 18
11 + 7 = 18
Can you make up a similar pattern for the number 17?
How would this pattern look if it included subtraction?
Missing numbers
9+
= 10
What number goes in the missing box?
Making an estimate
Pick (from a selection of number sentences) the ones where the answer is 8 or 9.
Is it true that?
Is it true that 3+4 = 4 + 3?
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Y2

Solve problems for addition and subtraction:
-using concrete objects and pictorial representations, including those
involving numbers, quantities and measures.
-applying their increasing knowledge of mental and written methods.

Recall and use addition and subtraction facts to 20 and 100:
-fluently up to 20;
-related facts to 100.

Add and subtract numbers using concrete objects, pictorial representations
and mentally, including:
o A two digit number and ones.
o A two digit number and tens.
o Two 2 digit numbers
o Adding three one digit numbers.

Show that addition of two numbers can be done in any order (commutative)
and subtraction of one number from another cannot.
Recognise and use the inverse relationship between addition and subtraction
and use this to check calculations and solve missing number problems, e.g.
use this template:

20
16
4
16+4=20; 4+16=20; 20-4=16; 20-16=4
Solve questions, such as 58+7, 58+30, 58+23
Children will begin to use ‘empty number lines’ themselves starting with the larger
number and counting on.
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
First counting on in tens and ones.
34 + 23 = 57
+10
+10
+1 +1 +1
34

44
54 55 56 57
Then helping children to become more efficient by adding the units in one
jump (by using the known fact 4 + 3 = 7).

34 + 23 = 57
+10
34

+10
+3
44
54
57
Followed by adding the tens in one jump and the units in one jump.
34 + 23 = 57
+20
+3
34

54
57
Bridging through ten can help children become more efficient.
37 + 15 = 52
+10
37
+3
47
+2
50
52
38 + 86 = 124
+30
86
+4
116
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+4
120
124
True or false?
Are these number sentences true or false?
73 + 40 = 113
46 + 77 = 123
Give your reasons.
Hard and easy questions
Which questions are easy / hard?
23 + 10 =
93 + 10 =
54 + 9 =
54 + 1 =
Explain why you think the hard questions are hard?
Other possibilities
+
+
= 14
What single digit numbers could go in the boxes? How many different ways can you
do this?
Fact families
Which four number sentences link these numbers?
100, 67, 33
What else do you know?
If you know this:
87 = 100 – 13
What other facts do you know?
Missing symbols
Write the missing symbols (+ - =) in these number sentences:
80
20
100
100
70
30
87
13
100
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Making an estimate
Which of these number sentences have the answer that is between 50 and 60
74 - 13 55 + 17 87 – 34
Always, sometimes, never
Is it always, sometimes or never true that if you add three numbers less than 10 the
answer will be an odd number
Y3

Add and subtract numbers mentally, including:
o a 3 digit number and ones
o a 3 digit number and tens
o a three digit number and hundreds.

Add and subtract numbers with up to 3 digits, using formal written methods
of column addition and subtraction.
Estimate the answer to a calculation and use inverse operations to check
answers.
Solve problems, including missing number problems, using number facts and
place value, and more complex addition and subtraction.


True or false?
Are these number sentences true or false?
597 + 7 = 614
768 + 140 = 908
Give your reasons.
Hard and easy questions
Which questions are easy / hard?
323 + 10 =
393 + 10 =
Explain why you think the hard questions are hard?
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Convince me
+
+
The total is 201
Each missing digit is either a 9 or a 1. Write in the missing digits.
Is there only one way of doing this or lots of ways?
Convince me
When teaching mental strategies, ensure concepts such as compensation are
taught, e.g. adding 19 (add 20, subtract 1-use empty number line to support)
Continue to use place value and mental strategies that prepare for formal written
methods.
67
+ 24
11 ( 7 + 4)
80 (60 + 20)
91
267
+ 85
12 ( 7 + 5)
140 (60 + 80)
200
352
345
-247
12 (5+7)
80 (40+40)
500 (300+200)
592
Formal column addition
625
+ 48
673
1
783
+ 42
825
1
Find all possibilities: 47, 54, 28, 95, 19
How many totals can you find? What is the largest/smallest total?
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Y4



Add and subtract numbers with up to 4 digits using the formal written
methods of column addition and subtraction where appropriate.
Estimate and use inverse operations to check answers to a calculation.
Solve addition and subtraction two step problems in contexts, deciding which
operations and methods to use and why.
Continue to use place value and known facts to add numbers mentally for
questions, such as 3156+343, 434+99
3672
+ 2588
6260
111
True or false?
Are these number sentences true or false?
6.7 + 0.4 = 6.11
Give your reasons.
Hard and easy questions
Which questions are easy / hard?
12893 + 300 =
19954 + 100 =
Explain why you think the hard questions are hard?
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Y5





Add and subtract whole numbers with more than 4 digits.
Add and subtract whole numbers with more than 4 digits, including using
formal written methods (column addition and subtraction)
Add and subtract numbers mentally with increasingly large numbers, eg 12
462 – 2300 = 10 162.
Use rounding to check answers to calculations and determine, in the context
of a problem, levels of accuracy.
Solve addition and subtraction multi step problems in contexts, deciding
which operations and methods to use and why.
Most pupils will be able to work out mentally and explain that:
11 142 + 1600 = 12 742.
8456 + 1300 = 9756
14 576 + 3400 = 17 976
Formal Column Addition – see Year 4 but including numbers with more
than 4 digits.
True or false?
Are these number sentences true or false?
6.17 + 0.4 = 6.57
Give your reasons.
Hard and easy questions
Which questions are easy / hard?
512893 + 300 =
319954 + 100 =
Explain why you think the hard questions are hard?
Convince me
+ 1475 = 6
24
What numbers go in the boxes?
What different answers are there?
Convince me
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Y6



Perform mental calculations, including with mixed operations and large
numbers.
Solve addition and subtraction multi-step problems in contexts, deciding
which operations to use and why.
Be fluent in all written methods for all 4 operations.
Children should use the carrying method to number with any number of digits.
True or false?
Are these number sentences true or false?
6.32 +
=8
= 1.68
Give your reasons.
Hard and easy questions
Which questions are easy / hard?
512893 + 37 =
Explain why you think the hard questions are hard?
Missing symbols
Write the missing signs
( + - x ÷) in this number sentence:
6
12.3
=
61.9
11.9
What else do you know?
If you know this:
86.7 + 13.3 = 100
What other facts do you know?
Convince me
Three four digit numbers total 12435.
What could they be?
Convince me
Always, sometimes, never
Is it always, sometimes or never true that the sum of two consecutive triangular
numbers is a square number?
Issued September 2015
Review September 2017
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