Transcript Document

The New National Curriculum for
Mathematics aims to ensure that all
pupils:
• become fluent - confident and
accurate in their maths skills
• reason mathematically - can talk
about their work and explain their
thinking
• can solve problems - can apply
their knowledge in different contexts
Addition
Addition in Year 1
•Focussing on what ‘equals’ means
2=2
=
3=
Represent and use number bonds
to 20
Use a range of concrete objects
• Add one digit and two digit numbers –
use objects, number lines, counting on
• Solve problems using concrete objects and
representations
• Identify ‘one more’
How many different ways
can you make 5?
My plant measures 16cm.
Tomorrow it will be 5cm taller.
How tall will it be tomorrow?
Show me how you know your
answer is correct.
Addition in Year 2
• Add numbers using objects, pictorial
representations and mentally
2 digit number and ones
2 digit number and tens
2 two digit numbers
32 + 22=
Partitioning
24 + 13 =
20 + 10 = 30
4+3=7
30 + 7 =
Introduction to columns
Re-partitioning numbers
I know that 7 + 3 = 10. So
27 + 3 makes 30. To check
this, I can partition 27 into
20 and 7 .
20+7+ 3= 20+10= 30
• Recall and use addition and subtraction
facts to 20 and derive and use related facts
to 100
Commutative
• Demonstrate the
12 + 30 = 30 + 12
commutative law of
addition
? + 25 = 25 + 41
+
=
+
Addition Year 3
Mental calculation
Add numbers mentally, including:
• a three‐digit number and ones
• a three‐digit number and tens
• a three digit number and hundreds
• Partition all numbers and recombine,
start with TO + TO then HTO + TO
Written calculation
Add numbers with up to three digits, using formal written
(columnar) methods
Addition Year 4
Mental calculations
• Practise mental methods with increasingly
large numbers
• Consolidate partitioning and
re‐partitioning
• Use compensation for adding too
much/little and adjusting
Mental calculation
• I know that 63 + 29 is
• the same as 63 + 30 –1
55 + 37 =
55 + 30 + 7 = 92
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I know that 63 + 29 is
the same as 63 + 30 –1
Written calculations
Add numbers with up to four digits, using the
formal written (columnar) method
262 + 145 =
Addition Year 5
• Add numbers mentally with increasingly large numbers,
e.g. 12 462 + 2300 = 14 762
• Mentally add tenths, and one‐digit numbers and tenths
• Add decimals, including a mix of whole numbers and
decimals, decimals with different numbers
of places, and complements of 1 (e.g. 0.83 + 0.17 = 1)
1.9km + 1.3km =
Written calculation
Add whole numbers with more than four digits,
using the formal written (columnar) method
• Add fractions with the same denominator
and denominators that are multiples of the
same number
Addition Year 6
Mental calculations
• Perform mental calculations, including with
mixed operations and large numbers (more
complex calculations)
• Children use representation of choice
• Consolidate partitioning and re‐partitioning
• Use compensation for adding too much/little
and adjusting
• Refer back to pictorial and physical
representations when needed.
Adding Fractions
• Add fractions with different denominators and mixed
numbers, using the concept of equivalent fractions
Find the common denominator:
2/5 + 3/8 =
5 and 8 are both factors of 40.
16/40 + 15/40 = 31/40
Mental Strategies
Putting the largest number first:
• 5 + 36 is the same as 36 + 5. Start at 36 and count on
in ones
• 30 + 60 is the same as 60 + 30. Start at 60 and count on
in tens
Partitioning:
• 14 + 25 = (10 + 4) + (20 + 5)
• (10 + 20) = 30
• (4 + 5) = 9
• The answer is 39
Compensation:
• 17 + 9 = 17 + 10 – 1 = 26
• 26 + 11 = 26 + 10 + 1 = 37
Doubles or near doubles:
• 8 + 8 = 16
so 8 + 9 = 8 + 8 + 1 = 17
Bridging through 10, 20 etc
• 8 + 7 = (8 + 2) + 5
10 + 5 = 15
• 15 + 9 = (15 + 5) + 4
20 + 4 = 24
Addition
How would you solve these?
• 8+5
• 25 + 42
• 25 + 27
• 25 + 49
• 127 + 113
• 145 +127
• 3537 + 2946
• Number line
• Partitioning
• Diennes
• Place value counters
• Column addition
• 100 square
• Compensation
• Pictures
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