undoes addition. numbers to the nearest 10. 4: Continue Bridging As above. Expanded horizontal method, leading It is crucial that empty number lines are practicing through 60 for Use known to columnar addition: kept as well as using more formal previous time, i.e. 70 facts and Written recording should follow written calculation methods. skills. Count minutes = 1 place value teacher modelling around the forwards and hour and 10 to derive size of numbers and place value backwards minutes. new ones, using a variety of concrete from 0 in Rounding any i.e. I know materials, e.g. straws, Numicon, ‘If multiples of 6, number to the 8 + 3 = 11, I Dienes and place-value cards. 7, 9, 25 and nearest 10, also know Teachers model how numbers 1000 using 100 or 1000. 0.8 + 0.3 = can be partitioned into tens and counting Rounding 1.1 and ones, as well as in different sticks, numbers with 8/100 + ways, number lines, one decimal 3/100 = e.g. 20 + 5 number place to 11/100.’ 10 + 15 squares, etc. nearest whole Sums and As children move towards using Count up and number. differences a columnar method, links down in Explore of pairs of continue to be made with earlier tenths, inverse as a multiples of models and images, including hundredths way to derive 10, 100 or the number line. and simple new facts and 1000. fractions to check Addition using models accuracy of doubles of and images, answers. numbers to i.e. Dienes 100. equipment, Pairs of counting stick, fractions ITPs. totalling 1.
undoes addition. numbers to the nearest 10. 4: Continue practicing previous skills. Count forwards and backwards from 0 in multiples of 6, 7, 9, 25 and 1000 using counting sticks, number lines, number squares, etc. Count up and down in tenths, hundredths and simple fractions using models and images, i.e. Dienes equipment, counting stick, ITPs. Bridging through 60 for time, i.e. 70 minutes = 1 hour and 10 minutes. Rounding any number to the nearest 10, 100 or 1000. Rounding numbers with one decimal place to nearest whole number. Explore inverse as a way to derive new facts and to check accuracy of answers. As above. Use known facts and place value to derive new ones, i.e. ‘If I know 8 + 3 = 11, I also know 0.8 + 0.3 = 1.1 and 8/100 + 3/100 = 11/100.’ Sums and differences of pairs of multiples of 10, 100 or 1000. Addition doubles of numbers to 100. Pairs of fractions totalling 1. Expanded horizontal method, leading to columnar addition: Written recording should follow teacher modelling around the size of numbers and place value using a variety of concrete materials, e.g. straws, Numicon, Dienes and place-value cards. Teachers model how numbers can be partitioned into tens and ones, as well as in different ways, e.g. 20 + 5 10 + 15 As children move towards using a columnar method, links continue to be made with earlier models and images, including the number line. It is crucial that empty number lines are kept as well as using more formal written calculation methods.