Download 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Plus, add

ADDITION – STAGE 1
Count and order
numbers reliably
with numbers from
zero to 20.
Say which number
is one more than a
given number.
Using numbers and
objects, add two
single-digit numbers
and count on to
find the answer.
Record using marks,
explain and
interpret these
marks.
Counting – Children should be able to count forwards and backwards in 1s, 2s, 5s and 10s using rhymes such as five
speckled frogs, ten green bottles, one, two buckle my shoe.
Adding by combining two groups and counting all
(I have 3 apple s and my f rie nd has 2 . How many d o we have alt oge t he r?)
1. Demonstrate with real things.
2. Draw pictures.
3. Write number sentence alongside.
3 + 2 = 5
“ Three apples add 2 apples makes 5 apples”
Adding by combining two groups and counting on
(I have 3 apple s and my f rie nd has 2 .
How many d o we have alt oge t he r?)
4
5
I put 3 in my head. I count on 2
more keeping track on my fingers.
Solving Problems
Children should be able to use the strategies above to solve:
§
Word Problems eg: I have 5 sweets, a friend gives me another. How many do I have now?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Plus, add, more, altogether, and, count, count on, total, equals, estimate
ADDITION – STAGE 2
Know adding is
counting on
Know that addition can
be done in any order
Use objects and
pictures to add a onedigit number or a
multiple of 10 to a
one-digit or two-digit
number
Record addition number
sentences, using + and
= signs.
Solve number sentences
where there is a
missing number
Counting – Children should be able to count on from zero in 1s, 2s, 5s and 10s
Find and recall number bonds totalling 20 and number pairs up to 20
Eg. 17 +3 = 20,
18+1 =19
20 + 0 = 20
Know that addition can be done in any order.
Eg. 7 + 3 = 10
or
3 + 7 = 10
Holding larger number and counting on mentally
13 + 5 =
I put 13 in my head. I count on 5
keeping track on my fingers.
Starting with larger number and counting on
Children can use a number line, number track or 100 square.
5p + 17p =
17p
18p
19p
20p
21p
22p
Solving Problems
Children should be able to use the strategies above to solve:
§ Word problems E.g I have 13 sweets, my friend gives me 5 more sweets. How many do I have altogether?
§ Missing Number Problems Eg 13 + __ = 18
plus, add, more, altogether, and, count, count on, total, equals, number bonds, makes, more than,
addition, tens, units, one-digit, two-digit, partitioning, problem, solution, solve,
ADDITION – STAGE 3
Add mentally a one-digit
number or a multiple of
ten to any two digit
number
Use practical and written
methods to add two digit
numbers.
Know that addition can
be done in any order.
Understand that addition
is the inverse (opposite)
of addition.
Use the symbols + and =
to record number
sentences.
Solve number sentences
where there is a missing
number.
Solve problems in the
context of money,
measures and quantities.
Counting – Children should be able to count on in 1s , 2s, 3s, 5s and 10s. Count on in 1s and 10s from any number, including bridging 100.
Recall all pairs of numbers that total numbers up to 20. Recall the multiples of 10 that total 100.
Eg:
13+7 = ___
13+__ = 20
__ + 30 = 100
76 +__ = 100
Identifying patterns applying that if:
3 + 7 = 10 then 13 +7 = 20
Adding a 2 digit number and a 1 digit number mentally. Including crossing 10s boundaries.
Holding biggest number in head and counting on using fingers. Eg: 32 + 9 =
Adding two 2-digit numbers
Children can use resources such as number lines, 100 square
23+46 = 69
Counting on in
10s and then
ones using a
number square.
Children can partition the numbers and solve mentally or with deins
(tens and units)
1. Partition each number or
draw as deins.
2. Add the tens (counting in
10s).
3. Add on the units (counting
in 1s)
Solving Problems
Children should be able to use the strategies above to solve:
§ Word problems E.g Sarah wants to buy a pen that costs 25p and a notepad that costs 54p. How much does it cost altogether?
§ Missing Number Problems Eg 46 + __ = 60
plus, add, more, altogether, and, count, count on, total, equals, number bonds, makes, more than, addition, tens,
units, one-digit, two-digit, partitioning, problem, solution, solve, inverse
ADDITION – STAGE 4
Add mentally
combinations of
• Hundreds Tens and
Units (HTU) and
Units (Us)
• HTU and Ts
• HTU and Hs
Develop and use
written methods to
record, support or
explain addition and
subtraction of twodigit and three digit
numbers.
Counting – Children should be able to count on in ones, tens and hundreds from any number up to 3 digit number, including
bridging 1000 and know all number bonds to 100.
Partitioning
23+46
20 + 3 + 40 + 6
60 +
69
9
Number line
1. Partition each number
2. Add tens and units
3. Add tens and units together
Expanded column addition (see progression below)
+
2
3
Eg: 23 + 26
1
6
9
Add units
3
0
Add tens
3
9
Eg 269 + 37
2
+
2
3
6
3
1
9
0
0
9
7
6
0
0
6
Add units
Add tens
Add hundreds
Problem Solving
Children should be able to use the strategies above to solve:
§ Word problems using measures, money and different quantities. Eg: Matthew has a sun flower that is 153cm at the start
of June, by September it has grown another 127cm. How tall is it now?
§ Missing number problems Eg: 416 + ___ = 606
plus, add, more, altogether, count, count on, total, equals, number bonds, makes, more than, addition, hundreds,
tens, units, one-digit, two-digit, three-digit, partitioning, problem, solution, solve, columns
ADDITION – STAGE 5
Add mentally pairs of
two-digit whole
numbers.
Use column addition to
add up to 4 digit
numbers.
Solve 2 step problems
in context, including
estimating measures
and money, deciding
which methods to use
and why.
Solve simple measure
and money problems
involving fractions and
decimals to 2dp.
Use knowledge of
inverse (opposites) to
check answer
Counting – Children should be able to count on in ones, tens, hundreds, thousands from any number. Count in multiples of 25 from
0.
Expanded column addition
2 3 5 6
+ 3 2 6 7
1 3
1 1 0
5 0 0
5 0 0 0
5 6 2 3
Compact Column addition
+
2
3
5
3
2
6
1
5
6
2
1
6
7
3
Expanded column addition, leading to compact (including Money)
+
£
£
£
3
2
0
1
5
6
.
.
.
.
.
.
5
6
1
1
0
2
6
7
3
0
0
3
+
£
£
£
3
2
6
1
.
.
.
5
6
2
1
6
7
3
Problem Solving
Children should be able to use the strategies above to solve:
§ Word problems using measures, money and different quantities. Eg: Sam wants to buy a toy car. It costs £3.56. He also
wants to buy a model aeroplane which costs £2.67. How much change will he get from a £10 note?
§ Missing number problems
plus, add, more, altogether, total, equals, number bonds, makes, more than, addition, place value, hundreds, tens, units, one-digit, twodigit, three-digit, partitioning, problem, solution, solve, columns
ADDITION – STAGE 6 and 7
Extend mental methods for
whole number calculations
e.g to add one near multiple
of a thousand to another
2070 + 4997 =
Use efficient written
methods to add whole
numbers and decimals up to
two places
Use rounding and estimation
to check answers to
calculations.
Compact Column addition
2 3
+ 3 4 3
3 6 7
1
4 5
7 8
2 3
1
3 .
+ 2 .
6 .
1
5 6
6 7
2 3
1
2
2
+ 1
1
7
1
.
.
.
.
.
5
5
3
3
7
1
0
0
5
5
0
Problem Solving
Children should be able to use the strategies above to solve work problems such as: Jo buys three things that
cost £2.49 and two things that cost £1. 35. She pays with a £10 note, is this enough money? Will she get any
change?
Solve multi-step problems in
context including measure
and money
Calculate mentally with
integers and decimals –
U.t +/- U.t
Stage 7
STAGE 7 (to include all above strategies)
2+1 x3=5
Understand the order of
operations and use brackets
(2 + 1) x 3 = 9
plus, add, more, altogether, and, total, equals, addition, place value, hundreds, tens, units, tenths, hundredths,
decimals, one-digit, two-digit, three-digit, partitioning, problem, solution, solve, columns