1. Written calculations for addition All information can be found on our website: http://www.holywell.northumberland.sch.uk/site

2. Why teach addition.. Without addition, we would not be able to: Work out how much dog food you need to buy in order to feed your dog for a week...a month...a year! Work out how much your shopping would cost altogether to know whether you have enough money to buy that special treat this week! Work out what time you need to arrive somewhere e.g. A friend asks you to meet them in three hours, you have to add on three hours to the current time. Work out how much you need to tip your waiter e.g. You want to add on 10% to your current bill. Work out that if you’ve just got paid, how much money do you know have in total in your bank account to be able to spend on that holiday you want to book! Work out the right measures for ingredients to get the correct ratio e.g. 4oz of butter added to 4oz of sugar and 4oz of flour will show up as 12oz on my scales........................

3. Progression in maths – End of Reception Early Learning Goals Numbers Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

4. Progression in maths Year 1 read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-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.

5. Progression in maths Year 2 Solve problems with addition and subtraction: applying their increasing knowledge of mental and written methods recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 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 and adding three one-digit numbers show that addition of two numbers can be done in any order (commutative)

6. Progression in maths Year 3 add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Estimate the answer to a calculation and use inverse operations to check answers

7. Progression in maths Year 4 add and subtract numbers with up to 4 digits using the formal written methods of columnar 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

8. Vocabulary of Addition

9. Reception – ages 4-5yrs Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They use a wide range of everyday equipment and develop ways of recording calculations using pictures, etc.

10. Year 1 They use number tracks and practical resources to support calculation and teachers demonstrate the use of the number tracks with numbers marked on. Movement along number lines are referred to as steps for counting in ones and jumps for larger amounts e.g. tens

11. Year 1 - Resources

12. Year 2 Children begin to use ‘empty number tracks’ alongside a 100 square to add on. They start with the larger number on the track or hundred grid, count on in jumps of ten and then in steps of 1. Both methods will be used alongside each other until children are ready to move solely on to the number track.

13. Year 2 – Resources and methods

14. Year 3 Now let’s try! Partitioning on an unnumbered number line – children will continue to use a number line from year 2. They will put the first number in the calculation on the number line first and partition the number to be added on into tens and units. The tens and units are then added on. 48 + 36 = 84 Partitioning on an unnumbered number line – children will continue to use a number line from year 2. They will put the first number in the calculation on the number line first and partition the number to be added on into tens and units. The tens and units are then added on. 48 + 36 = 84 Children begin to record the calculation using a written method e.g. 48 + 30 = 78 78 + 2 = 80 80 + 4 = 84

15. Year 3 - Written partitioning method - children will be taught how to use a written partitioning method when they are secure with using the number line. E.g. 48 + 36 T U 40 + 8 30 + 6 70 + 14 = 84 E.g. 147 + 232 H T U 100 + 40 + 7 200 + 30 + 2 300 + 70 + 9 = 379 When they are confident….

16. Year 3 Extended column method – children will be taught to set their work out as a column. They always add the units first, then tens and hundreds.

17. Year 4 Start with the Year 3 expanded method but do not record the calculations at the side HTU 1 4 7 2 3 2 9 7 0 3 0 0 3 7 9 When they are confident….

18. Year 4 Short Compact Method -When the expanded method is fully understood, move onto short compact method below:

19. Links to other aspects of maths Now let’s try! Without addition, children would not be able to: Multiply Children use repeated addition as a means of multiplying e.g. 4 x 8 can be described as 8 + 8 + 8 + 8 If children can’t multiply, they can’t solve problems involving area e.g. How much carpet is needed for the lounge? How many tins of paint will I need for the bedroom?

20. The School Website http://www.holywell.northumberland.sch.uk