Count in Pupils use recall of Stage Subtraction as taking 1: ones to and apparatus to explore subtraction away from a across 100, addition as the facts for Children forwards and inverse of numbers up develop a 5 - 2 = 3 backwards subtraction: to 10. mental picture starting from . Use of the number 0, 1 and structured system for use take away two leaves four’ ‘six other apparatus, with calculation. numbers. add one is five.’ i.e. A range of key ‘four Count in subtract four Numicon, models and ‘five less than six is five’ ‘one multiples of leaves one’ tens frames, images support two, five and abaci etc. this, alongside ten. practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. Stage Continue Bridging through two Recall Subtracting by Number line with all numbers labelled 2: practicing digit numbers, i.e. subtraction counting back and above skills. 24 19 = 19 + 1 + 4 (and on: – in steps using number lines. addition) Children begin 0 1 2 3 4 5 6 7 8 9 10 11 12 of 2, 3 and 5, Subtracting 11 by facts for all to use forwards and subtracting 10 and numbers to numbered lines 13 5 = 8 – backwards to then 1 more. Move 20. to support their and from to subtracting 9 by own -1 -1 -1 -1 -1 zero. subtracting 10 and calculations, 8 9 10 11 12 13
Stage 1: Count in ones to and across 100, forwards and backwards starting from 0, 1 and other numbers. Count in multiples of two, five and ten. Pupils use apparatus to explore addition as the inverse of subtraction: . ‘four add one is five.’ ‘five subtract four leaves one’ recall of subtraction facts for numbers up to 10. Use structured apparatus, i.e. Numicon, tens frames, abaci etc. Subtraction as taking away from a Children develop a mental picture of the number system for use with calculation. A range of key models and images support this, alongside practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. 5 - 2 = 3 ‘six take away two leaves four’ ‘one less than six is five’ Stage 2: Continue practicing above skills. in steps of 2, 3 and 5, forwards and backwards to and from zero. Bridging through two digit numbers, i.e. 24 – 19 = 19 + 1 + 4 using number lines. Subtracting 11 by subtracting 10 and then 1 more. Move to subtracting 9 by subtracting 10 and Recall subtraction (and addition) facts for all numbers to 20. Subtracting by counting back and on: Children begin to use numbered lines to support their own calculations, Number line with all numbers labelled 0 1 2 3 4 5 6 7 8 9 10 11 12 13 – 5 = 8 -1 -1 -1 -1 -1 8 9 10 11 12 13