1. How do we add and take away?- + - + + -
How do we add and take away? - + + - + -
Vicky – Thanks for coming, go through add subtract new curriculum and methods we teach, stress mental calc. T and developedhese methods intro in yr 3
W/B for you to have a go!

2. + + + + Yr 3 Pupils should be taught to:
 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
 solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
Sharon + +

3. + + + + Yr 4 Pupils should be taught to:
 add and subtract numbers mentally with increasingly large numbers
 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.
Sally + +

4. + + + + Yr 5 Pupils should be taught to:
 add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
 add and subtract numbers mentally with increasingly large numbers
 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.
Vicky + +

5. + +
Yr 6
 perform mental calculations, including with mixed operations and large numbers
 use their knowledge of the order of operations to carry out calculations involving the four operations
 solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Geraldine + +

6. + + + + Standard written method for addition -- yr 3 4582 + 3416 4582
Towards the end of year 3, when the children have a firm understanding of the value of the numbers, we introduce them to a more standard written method. To aid their understanding we introduce these methods using Dienes apparatus.
4582
+ 3416
7998
5829
+1738 17 50
1500
6000
7567
5829
+1738
7567
Sharon to talk –Vicky to interject with Dienes demo - Vicky to write in the board + +

7. + + + + Adding decimals 24.896 km + 732.873 km 732.873 + 24.896
Decimals will start to be used in yr 3 in the context of money, and in yr 4 when calculating length, mass and capacity
km km
1 1
Sally + +

8. + +
Your turn!
Add £34.70 and £89.54
Add 4,587 and 19, 582
Jill + +

9. + +
The answers!
£124.24
24,169
Jill – Sally to write on board + +

10. + +
By the time they get to year 4 the children have a range of methods they can use to solve addition sums.
* Mentally
* Using number lines
* Use partitioning
* Use a written method
* Use a calculator
Geraldine + +

11. Subtraction

12. Towards the end of year 3 we teach them to use partitioning to prepare them for the standard written method, (decomposition).
Sharon

13. So we exchange a ten and put it on the ones.
Using this method we introduce the children to 'exchanging‘, (otherwise known as borrowing)
= 314
You can't do 3 - 9
So we exchange a ten and put it on the ones.
Vicky

14. Sometimes we need to borrow from the hundreds.
= 445
Vicky

15. When they are confident with the concept of exchanging we teach them the standard written method, (decomposition).
= 515
Geraldine

16. The same strategy is used to calculate decimals
£ = £38.35 £
- £ £
Sally

17. + + + + Your turn! Subtract 4648 from 29681
A large garden shed was in a sale and cost £ The original price was £ By how much has it been reduced?
Jill + +

18. + +
The answers!
25 033
£96.44
Jill – Sally to write + +

19. * Standard written method * Calculator
It is still very important for the children to look at each calculation and decide what is the best way for them to solve it.
* Mentally
* Number line
* Partitioning
* Standard written method
* Calculator
For example, How would you solve it?
Sharon

20. For example, 8003 - 7985. How would you solve it?
You should do this mentally!
Add 15 to get to 8000 then 3 more so the answer is 18.
Sharon - Vicky to do written on the board

21. The calculation policy is available on the school’s website
Any questions?
The calculation policy is available on the school’s website
Thank you for coming – hope it wasn’t too scary!
We will be looking at division and multiplication next term
Please can you complete the register and questionnaire
Vicky