Page 1 of 24

Francis Baily written

Calculations Policy
Updated July 2014

By the end of year 6, children will have a range of calculation methods, mental and written.
Selection of the methods will depend upon the numbers involved.

Children should not to go onto the next stage if:

1) They are not secure with a particular method or cannot apply their knowledge of
it
2) They are not confident with that method.

Likewise, children can progress onto methods used in older year groups if they are secure
with and can apply their knowledge of a particular method; children are not fixed to using
a particular method in their year group.

Children should be encouraged to approximate their answers before calculating.
Children should be encouraged to check their answers after the calculation, using an
appropriate strategy.
Children should be encouraged to consider if a mental calculation would be appropriate
before using written methods.
Page 2 of 24
Vocabulary introduced and used in the Foundation stage:
COUNTING
number
zero, one, two, three to twenty and beyond
zero, ten, twenty one hundred
none
how many?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos tens
more, less, many, few
odd, even
every other
how many times?
pattern, pair
guess how many, estimate
nearly, close to, about the same as
just over, just under
too many, too few, enough, not enough

COMPARING AND ORDERING NUMBERS
the same number as, as many as
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third tenth
last, last but one
before, after
next
between
above, below

COMPARING AND ORDERING NUMBERS
the same number as, as many as
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third tenth
last, last but one
before, after
between
above, below
Adding and subtracting
add, more, and
make, sum, total
altogether
score
double
one more, two more, ten more
how many more to make ?
how many more is than?
take (away), leave
how many are left/left over?
how many have gone?
one less, two less ten less
how many fewer is than?
difference between
is the same as

Solving problems
REASONING ABOUT NUMBERS OR SHAPES
pattern
puzzle
answer
right, wrong
what could we try next?
how did you work it out?
count, sort
group, set
match
same, different
list
PROBLEMS INVOLVING REAL LIFE
OR MONEY
compare
double
half, halve
pair
count out, share out
left, left over
money
coin
penny, pence, pound
price
cost
buy
sell
spend, spent
pay
change
dear, costs more
cheap, costs less, cheaper
costs the same as
how much? how many?
total


Page 3 of 24
Vocabulary introduced and used in year 1:
Numbers and the number system

COUNTING, PROPERTIES OF NUMBERS
AND NUMBER SEQUENCES
number
zero, one, two, three to twenty and beyond
zero, ten, twenty one hundred
none
how many?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos tens
more, less, many, few
odd, even
every other
how many times?
pattern, pair

PLACE VALUE AND ORDERING
units, ones
tens
exchange
digit
teens number
the same number as, as many as
equal to
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third tenth, eleventh twentieth
last, last but one
before, after
next
between, half-way between
above, below

ESTIMATING
guess how many, estimate
nearly, roughly, close to
about the same as
just over, just under
too many, too few, enough, not enough
Calculations

ADDITION AND SUBTRACTION
+, add, more, plus
make, sum, total
altogether
score
double, near double
one more, two more ten more
how many more to make?
how many more is than?
how much more is?
-, subtract, take (away), minus
leave
how many are left/left over?
how many have gone?
one less, two less, ten less
how many fewer is than?
how much less is?
difference between
half, halve
=, equals, sign, is the same as

Solving problems

MAKING DECISIONS AND REASONING
pattern
puzzle
answer
right, wrong
what could we try next?
how did you work it out?
count out, share out, left, left over
number sentence
sign, operation
MONEY
money
coin
penny, pence, pound
price
cost
buy
sell
spend, spent
pay
change
dear, costs more
cheap, costs less, cheaper
costs the same as
how much? how many?
total

Page 4 of 24
Vocabulary introduced and used in year 2:

Numbers and the number system

COUNTING, PROPERTIES OF NUMBERS
AND NUMBER SEQUENCES
zero, one, two, three to twenty and beyond
zero, ten, twenty one hundred
zero, one hundred, two hundred one thousand
none
how many?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos, threes, fours, fives
count in tens
more, less, many, few
tally
odd, even
every other
how many times?
multiple of
sequence
continue
predict
pattern, pair, rule

PLACE VALUE AND ORDERING
units, ones
tens, hundreds
digit
one-, two- or three-digit number
teens number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third tenth twentieth
twenty-first, twenty-second
last, last but one

before, after
next
between, half-way between
above, below

ESTIMATING
guess how many, estimate
nearly, roughly, close to
about the same as
just over, just under
exact, exactly
too many, too few, enough, not enough
round, nearest, round to the nearest ten

FRACTIONS
part, equal parts
fraction
one whole
one half, two halves
one quarter, two three four quarters

Calculations

ADDITION AND SUBTRACTION
+, add, addition, more, plus
make, sum, total
altogether
score
double, near double
one more, two more... ten more... one hundred more
how many more to make?
how many more is than?
how much more is?
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less ten less one hundred less
how many fewer is than?
how much less is?
difference between
half, halve
=, equals, sign, is the same as
tens boundary








Page 5 of 24

MULTIPLICATION AND DIVISION
lots of, groups of
, times, multiply, multiplied by
multiple of
once, twice, three times ten times
times as (big, long, wide and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each
group in pairs, threes tens
equal groups of
, divide, divided by, divided into
left, left over









Solving problems

MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol

MONEY
money
coin
penny, pence, pound ()
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more
cheap, costs less, cheaper
how much? how many?
total
Page 6 of 24
Vocabulary introduced and used in year 3:


Numbers and the number system

COUNTING, PROPERTIES OF NUMBERS
AND NUMBER SEQUENCES
number
zero, one, two, three to twenty and beyond
zero, ten, twenty one hundred
zero, one hundred, two hundred one thousand
none
how many?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos, threes, fours, fives
count in tens, hundreds
more, less, many, few
tally
odd, even
every other
how many times?
multiple of
sequence
continue
predict
pattern, pair, rule
relationship

PLACE VALUE AND ORDERING
units, ones
tens, hundreds
digit
one-, two- or three-digit number
teens number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more, one hundred more
one less, ten less, one hundred less
compare
order
size


first, second, third tenth twentieth
twenty-first, twenty-second
last, last but one
before, after
next
between, half-way between
above, below
ESTIMATING
guess how many, estimate
nearly, roughly, close to
approximate, approximately
about the same as
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down)
nearest, round to the nearest ten

FRACTIONS
part, equal parts
fraction
one whole
one half, two halves
one quarter, two three four quarters
one third, two thirds, three thirds
one tenth

Calculations

ADDITION AND SUBTRACTION
+, add, addition, more, plus
make, sum, total
altogether
score
double, near double
one more, two more... ten more... one hundred more
how many more to make?
how many more is than?
how much more is?
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less ten less one hundred less
how many fewer is than?
how much less is?
difference between
half, halve
=, equals, sign, is the same as
tens boundary, hundreds boundary

Page 7 of 24
MULTIPLICATION AND DIVISION
lots of, groups of
, times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times ten times
times as (big, long, wide and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each
group in pairs, threes tens
equal groups of
, divide, division, divided by, divided into
left, left over, remainder

Solving problems

MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol, equation

MONEY
money
coin, note
penny, pence, pound ()
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more, more/most expensive
cheap, costs less, cheaper, less/least expensive
how much? how many?
total, amount
value, worth

Page 8 of 24
Vocabulary introduced and used in year 4:

Numbers and the number system

PLACE VALUE, ORDERING AND ROUNDING
units, ones
tens, hundreds, thousands
ten thousand, hundred thousand, million
digit, one-, two-, three- or four-digit number
numeral
teens number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
>, greater than, more than, larger than, bigger
than
<, less than, fewer than, smaller than
Of three or more objects/amounts:
greatest, most, largest, biggest
least, fewest, smallest
one ten one hundred one thousand more/less
compare, order, size
first tenth twentieth
last, last but one
before, after
next
between, half-way between
guess how many, estimate
nearly, roughly, close to, about the same as
approximate, approximately
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down), nearest
round to the nearest ten
round to the nearest hundred
integer, positive, negative
above/below zero, minus

PROPERTIES OF NUMBERS AND NUMBER
SEQUENCES
number, count, how many?
odd, even
every other
how many times?
multiple of
digit
next, consecutive
sequence

continue
predict
pattern, pair, rule
relationship
sort, classify, property
FRACTIONS AND DECIMALS
part, equal parts
fraction
one whole
half, quarter, eighth
third, sixth
fifth, tenth, twentieth
proportion, in every, for every
decimal, decimal fraction
decimal point, decimal place

Calculations

ADDITION AND SUBTRACTION
add, addition, more, plus, increase
sum, total, altogether
score
double, near double
how many more to make?
subtract, subtraction, take (away), minus,
decrease
leave, how many are left/left over?
difference between
half, halve
how many more/fewer is than?
how much more/less is?
equals, sign, is the same as
tens boundary, hundreds boundary
inverse
















Page 9 of 24
MULTIPLICATION AND DIVISION
lots of, groups of
times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times ten times
times as (big, long, wide and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each
group in pairs, threes tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse

Solving problems

MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol, equation
MONEY
money
coin, note
penny, pence, pound ()
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more, more/most expensive
cheap, costs less, cheaper, less/least expensive
how much? how many?
total, amount
value, worth

Page 10 of 24
Vocabulary introduced and used in year 5:

Numbers and the number system

PLACE VALUE, ORDERING AND ROUNDING
units, ones
tens, hundreds, thousands
ten thousand, hundred thousand, million
digit, one-, two-, three- or four-digit number
numeral
teens number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
>, greater than, more than, larger than, bigger
than
<, less than, fewer than, smaller than
, greater than or equal to
, less than or equal to
Of three or more objects/amounts:
greatest, most, largest, biggest
least, fewest, smallest
one ten one hundred one thousand more/less
compare, order, size
ascending/descending order
first tenth twentieth
last, last but one
before, after, next
between, half-way between
guess how many, estimate
nearly, roughly, close to, about the same as
approximate, approximately
, is approximately equal to
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down), nearest
round to the nearest ten/hundred
round to the nearest thousand
integer
positive, negative
above/below zero, minus

PROPERTIES OF NUMBERS AND NUMBER
SEQUENCES
number, count, how many?
odd, even
every other
how many times?


multiple of
digit
next, consecutive
sequence
continue
predict
pattern, pair, rule
relationship
sort, classify, property
formula
divisible (by), divisibility, factor
square number
one squared, two squared (12, 22)

FRACTIONS, DECIMALS, PERCENTAGES,
RATIO AND PROPORTION
part, equal parts
fraction, proper/improper fraction
mixed number
numerator, denominator
equivalent, reduced to, cancel
one whole
half, quarter, eighth
third, sixth, ninth, twelfth
fifth, tenth, twentieth, hundredth
proportion, ratio
in every, for every
to every, as many as
decimal, decimal fraction
decimal point, decimal place
percentage, per cent, %















Page 11 of 24
Calculations

ADDITION AND SUBTRACTION
add, addition, more, plus, increase
sum, total, altogether
score
double, near double
how many more to make?
subtract, subtraction, take (away), minus,
decrease
leave, how many are left/left over?
difference between
half, halve
how many more/fewer is than?
how much more/less is?
equals, sign, is the same as
tens boundary, hundreds boundary
units boundary, tenths boundary
inverse

MULTIPLICATION AND DIVISION
lots of, groups of
times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times ten times
times as (big, long, wide and so on)
repeated addition
array
row, column
group in pairs, threes tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse
one each, two each, three each
double, halve
share, share equally

USING A CALCULATOR

calculator
display, key, enter, clear
constant










MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method, strategy
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol, equation

MONEY
money
coin, note
penny, pence, pound ()
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more, more/most expensive
cheap, costs less, cheaper, less/least expensive
how much? how many?
total, amount, value, worth
discount
currency


Page 12 of 24

Vocabulary introduced and used in year 6:

Numbers and the number system

PLACE VALUE, ORDERING AND ROUNDING
units, ones
tens, hundreds, thousands
ten thousand, hundred thousand, million
digit, one-, two-, three- or four-digit number
numeral
teens number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
>, greater than, more than, larger than, bigger
than
<, less than, fewer than, smaller than
, greater than or equal to
, less than or equal to
Of three or more objects/amounts:
greatest, most, largest, biggest
least, fewest, smallest
one ten one hundred one thousand more/less
compare, order, size
ascending/descending order
first tenth twentieth
last, last but one
before, after
between, half-way between
guess how many, estimate
nearly, roughly, close to, about the same as
approximate, approximately
, is approximately equal to
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down), nearest
round to the nearest ten/hundred/thousand
integer, positive, negative
above/below zero, minus

PROPERTIES OF NUMBERS AND NUMBER
SEQUENCES
number, count, how many?
odd, even
every other
how many times?
multiple of


digit
next, consecutive
sequence
continue
predict
pattern, pair, rule
relationship
sort, classify, property
formula
divisible (by), divisibility, factor, factorise
square number
one squared, two squared (12, 22)
prime, prime factor

FRACTIONS, DECIMALS, PERCENTAGES,
RATIO AND PROPORTION
part, equal parts
fraction, proper/improper fraction
mixed number
numerator, denominator
equivalent, reduced to, cancel
one whole
half, quarter, eighth
third, sixth, ninth, twelfth
fifth, tenth, twentieth
hundredth, thousandth
proportion, ratio
in every, for every
to every, as many as
decimal, decimal fraction
decimal point, decimal place
percentage, per cent, %

Calculations
ADDITION AND SUBTRACTION
add, addition, more, plus, increase
sum, total, altogether
double, near double
how many more to make?
subtract, subtraction, take (away), minus,
decrease
leave, how many are left/left over?
difference between
half, halve
how many more/fewer is than?
how much more/less is?
equals, sign, is the same as
tens boundary, hundreds boundary
units boundary, tenths boundary
inverse
Page 13 of 24
MULTIPLICATION AND DIVISION
lots of, groups of
times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times ten times
times as (big, long, wide and so on)
repeated addition
array, row, column
double, halve
share, share equally
one each, two each, three each
group in pairs, threes tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse

USING A CALCULATOR
calculator, display, key
enter, clear, sign change
constant, recurring, memory, operation key

Solving problems

MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method, strategy
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol, equation

MONEY
money
coin, note
penny, pence, pound ()
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more, more/most expensive
cheap, costs less, cheaper, less/least expensive
how much? how many?
total, amount, value, worth
discount, profit, loss
currency
Page 14 of 24

PROGRESSION THROUGH CALCULATIONS FOR ADDITION

MENTAL CALCULATIONS
(ongoing)
These are a selection of mental calculation strategies:

Mental recall of number bonds
6 + 4 = 10 + 3 = 10
25 + 75 = 100 19 + = 20

Use near doubles
6 + 7 = double 6 + 1 = 13

Addition using partitioning and recombining
34 + 45 = (30 + 40) + (4 + 5) = 79

Counting on or back in repeated steps of 1, 10, 100, 1000
86 + 57 = 143 (by counting on in tens and then in ones)
460 - 300 = 160 (by counting back in hundreds)

Add the nearest multiple of 10, 100 and 1000 and adjust
24 + 19 = 24 + 20 1 = 43
458 + 71 = 458 + 70 + 1 = 529

Use the relationship between addition and subtraction (the inverse operation)
36 + 19 = 55 19 + 36 = 55
55 19 = 36 55 36 = 19

MANY MENTAL CALCULATION STRATEGIES WILL CONTINUE TO BE USED. THEY
ARE NOT REPLACED BY WRITTEN METHODS.

In the Foundation Stage and Key Stage (KS) 1, children are taught mental calculations
which are systematically built on throughout KS 2.

During the foundation stage and KS1, children are taught about the operation of addition
and learn key facts such as number bonds to ten and twenty, and mentally adding numbers
together. For example, foundation children will find out one more than a given number and
undertake addition such as: There are 2 cars in the garage. Lets count them. How many
cars are there now? A great deal of work uses concrete materials, counting together and
saying rhymes. This work is extended in year 1 and 2 using larger numbers and written
methods.

Page 15 of 24
By the end of year 5, children will have been taught, and be secure with, a compact
standard written method for addition.
THE FOLLOWING ARE STANDARDS THAT WE EXPECT THE MAJORITY OF
CHILDREN TO ACHIEVE.

Foundation

Children count reliably with numbers from one to twenty, 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.

Children need to be able to count confidently. Number games and number songs
familiarise children with numbers. Addition starts by counting and combining groups of
objects, for example 1 car add two cars is how many cars?


Year 1

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 (e.g. dienes) to support calculation and
teachers demonstrate the use of the numberline alongside the use of practical equipment

3 + 2 = 5

___________________________________________
0 1 2 3 4 5 6 7 8 9



+1 +1
Page 16 of 24
Children then begin to use numbered lines to support their own calculations using a
numbered line to count on in ones
8 + 5 = 13


Bead strings or bead bars can be used to illustrate addition

This includes bridging through ten by counting on 2 and then counting on 3.




Children are introduced to partitioning, i.e. are taught that, for example, 13 is the same
as 10 +3. Partitioning is used in general classroom teaching throughout KS1 and LKS2, and
for children in UKS2 where appropriate.

In year 1, children focus on teen numbers, and are taught the meaning of tens and
units. The term units is repeatedly used so that children are familiar with this maths
term. For example, the integer 7 is 7 units; 13 is one ten and 3 units.

Children memorise and reason with number bonds to 10 and 20 in several forms (for
example, 9 + 7 = 16; 16 7 = 9; 7 = 16 9). They should realise the effect of adding or
subtracting zero. This establishes addition and subtraction as related operations.

Children are also shown how to solve missing number problems such as 7 = ? 9 by counting
on or back using a number line.















0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
+1 +1 +1 +1 +1
Page 17 of 24
Y2

Children will use Dienes as a concrete method of addition, by combining the tens
together and the units together.

34 + 23 =



+ = +






The language used will reflect that there are 3 tens and 2 tens = 5 tens or 50 added to 4
units and three units = 7 units.

This method will be revisited when partitioning is used in year 3 and the links between the
two methods will be made explicit.

Children will begin to use empty number lines themselves, being explicitly shown that
efficient addition starts with the larger number and counting on. Dienes will again be used
to show the connection between the two methods

First counting on in tens and ones.

34 + 23 = 57




34 44 54 55 56 57









+1 +1 +1
+10 +10
Page 18 of 24
Then helping children to become more efficient by adding the units in one jump

34 + 23 = 57




34 44 54 57



Followed by adding the tens in one jump and the units in one jump.

34 + 23 = 57




34 54 57



Bridging through ten can help children become more efficient.

37 + 15 = 52




37 47 50 52











Y3
+10 +10
+3
+20
+3
+10
+3 +2
Page 19 of 24

Children will continue to use empty number lines with increasingly large numbers, including
compensation where appropriate.

Count on from the largest number irrespective of the order of the calculation.
Dienes will also be used to support the core skill of bridging the 100s boundary. For
instance, with 38 + 86, the tens are combined so there are 11 tens. The units are
combined, so there are 14 units.

Ten of the units are swapped for one ten, using the language of fair swaps. Now
there are 12 tens and 4 units or 120 add 4 = 124

The two different ways of using the number line will be shown to aid understanding of
bridging the 100 boundary:

Method one counting on to the nearest multiple of 10

38 + 86 = 124



+4 + 10 +10 +10 + 4

86 90 100 110 120 124

Progressing to: Method 2

+10 +10 +10 +4 +4


86 96 106 116 120 124

Counting on using a number line is then extended to count on in larger multiples of 10:




86 116 120 124





Compensation
+30
+4 +4
Page 20 of 24



49 + 73 = 122





73 122 123

Children will begin to use informal pencil and paper methods (jottings) to support, record
and explain partial mental methods building on existing mental strategies.

Children will then move on to setting out calculations horizontally first and then vertically,
as a precursor to using the formal standard method

Horizontal method:
67 + 24 =
60 + 20 = 80
7 + 4 = 11 80 + 11 = 80 + 10 +1 = 91

The concrete method of using dienes is explicitly linked to partitioning until the children
are secure in their understanding of fair swaps.


Vertical method:
Adding the least significant digits first.
In years 3 & 4, place value column headings need to be added to the calculation, i.e. HTU
(Hundreds, Tens, Units). The value of each digit needs to be made explicit, for example
60 + 20 = 6 tens + 2 tens = 8 tens = 80

TU HTU
67 267
+ 24 + 85
1 1 ( 7 + 4) 12 ( 7 + 5)
80 (60 + 20) 140 (60 + 80)
91 200
352




Chn begin to estimate their answers prior to calculating them, by rounding each
number to the nearest multiple of 10.
+50
-1
Page 21 of 24

E.g 67 + 24
E = 70 + 20 = 90
Chn then check that their answer is close to their estimate

































Y4

Page 22 of 24
From this, children will begin to carry below the line, extending this method to include
numbers with at least four digits
HTU HTU HTU
625 783 367
+ 48 + 42 + 85
673 825 452

1 1 1 1
The number carried over to the next column is crossed out when it has been added on.


The value of the digit needs to be made explicit when carrying.

HTU
679
+ 63
742
1 1

In the above example, there are 14 tens or one hundred and four tens or 140. So we carry one
hundred into the hundreds column and place the four tens in the tens column

Chn continue to estimate their answers prior to calculating them, by rounding each
number to the nearest multiple of 10.

E.g 679 + 63
E = 680 + 60 = 740

Chn then check that their answer is close to their estimate


Using similar methods, children will:
add several numbers with different numbers of digits;
begin to add two or more three-digit sums of money, with or without adjustment
from the pence to the pounds;
know that the decimal points should line up under each other, particularly when
adding or subtracting mixed amounts, e.g. 3.59 + 78p.






Y5

Children should extend the carrying method to numbers with four or more digits.
Page 23 of 24

587 3587
+ 475 + 675
1062 4262
1 1 1 1 1
Using similar methods, children will:
add several numbers with different numbers of digits;
begin to add two or more decimal fractions with up to three digits and the same
number of decimal places;
know that decimal points should line up under each other, particularly when adding
mixed amounts, e.g. 3.2 m 280 cm. Such amounts would be converted first into like
units of measurement, e.g.

3.2m + 280cm = 3.2m + 2.8m = 6m


7648 6584 42
+ 1486 + 5848 6432
9134 12432 786
1 1 1 1 1 1
3
+ 4681
11944

1 2 1

Chn continue to estimate their answers prior to calculating them, by rounding each
number to the nearest multiple of 10 or 1 in the case of decimals

E.g 2.1 + 13.8
E = 2 + 14 = 16











Y6
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By year 6, children apply their previous learning of addition methods to solve a range of
questions. In addition, their knowledge of decimal addition is extended to include decimals
up to 3dp

Chn are shown how to estimate by rounding to the most significant figure
Example: 3.451 + 2.123
E = 3.5 + 2.1 = 3.6

Using similar methods, children will:
add several numbers with different numbers of digits;
begin to add two or more decimal fractions with up to four digits and up to 3 decimal
places;
know that decimal points should line up under each other when adding mixed amounts,
e.g. 401.2 + 26.85 + 0.71.

+ - + - + - + - + - + - +