Curriculum 2014 Statutory Requirements Pupils should be taught to: subtract with up to 4 digits using the formal written methods of columnar subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve subtraction two-step problems in contexts, deciding which operations and methods to use and why. Pupils calculate subtractions from numbers up to 10,000 and beginning Teaching points to explore decimals in the context of currency. Note that when modelling practically, and until secure, only one exchange per calculation is required. Note at the point of physical exchange that the value of the number remains the same (there is still 346, some are simply exchanged). Modelling of formal written must, initially, occur alongside the practical examples. When moving to formal columnar method, Progressing to subtraction of numbers to two decimal places in context ensure a progressive learning (such as money £ including € and $ as appropriate.) sequence where only one exchange is required and move this along when secure. Model to add 0 as a placeholder when subtracting mixed amount of digits. When modelling formal written calculations, model placing a decimal point in the ‘answer line’ before commencing subtracting from the least significant figure. Key vocabulary words new to year 4 are in red - ,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...? is the same as, equals, sign tens boundary, hundreds boundary, ones boundary, tenths boundary, inverse Year 5 - Subtraction
Curriculum 2014 Statutory Requirements Pupils should be taught to: subtract with up to 4 digits using the formal written methods of columnar subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve subtraction two-step problems in contexts, deciding which operations and methods to use and why. Pupils calculate subtractions from numbers up to 10,000 and beginning to explore decimals in the context of currency. Progressing to subtraction of numbers to two decimal places in context (such as money £ including € and $ as appropriate.) Teaching points Note that when modelling practically, and until secure, only one exchange per calculation is required. Note at the point of physical exchange that the value of the number remains the same (there is still 346, some are simply exchanged). Modelling of formal written must, initially, occur alongside the practical examples. When moving to formal columnar method, ensure a progressive learning sequence where only one exchange is required and move this along when secure. Model to add 0 as a placeholder when subtracting mixed amount of digits. When modelling formal written calculations, model placing a decimal point in the ‘answer line’ before commencing subtracting from the least significant figure. Key vocabulary words new to year 4 are in red - ,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...? is the same as, equals, sign tens boundary, hundreds boundary, ones boundary, tenths boundary, inverse Year 5 - Subtraction
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