Stage 1 Stage 2 Stage 3 Children move on to using Base 10 equipment to support Children will begin to represent their calculations on a their developing understanding of addition. number line in different ways. Children are taught that addition is the combining of two or more amounts. They begin by counting all of the items in the 11 + 5 = 16 groups, then move on to counting on from the largest amount. 11 cubes are lined up (1 ten and 1 unit/one). 5 cubes are added to the line of 11 giving a total of 16. Children are encouraged to develop a mental image of the size of numbers. They learn to think about addition as combining amounts in practical, real life situations. They begin to record addition number sentences such as If possible, use two different colours of base 10 equipment so 2 + 4 = 6 and 8 = 3 + 5 and 3 + 2 + 4 = 9 that the initial amounts can still be seen. Number lines are a hugely useful tool and are a good representation of the way children think when they are Addition working mentally. They can be used for areas such as time where the formal methods are not as reliable and can also be used for larger numbers and decimals. Written Stage 4 Stage 5 in Children should not be made to go onto the next stage if: This is an intermediate stage before Stage 5. It is designed to reinforce the ideas of place value and breaks the process they are not ready. down for those children who may not be quite ready. they are not confident. Progression Children should be encouraged to consider if a mental This is the final stage of the method, and should be continued calculation would be appropriate before using written to be used for all written addition calculations. methods. The example top left would be ‘said’ as follows: 5 + 8 = 13, put 3 down and carry the 10 20 + 40 + 10 that was carried over = 70 (7 written in the tens column) 600 + 0 = 600 (6 written in the hundreds column) Children will be expected to use this method for adding numbers with more than 3 digits, numbers involving decimals and adding any number of amounts together.
Progression in Written Addition Stage 1 Children are taught that addition is the combining of two or more amounts. They begin by counting all of the items in the groups, then move on to counting on from the largest amount. Children are encouraged to develop a mental image of the size of numbers. They learn to think about addition as combining amounts in practical, real life situations. They begin to record addition number sentences such as 2 + 4 = 6 and 8 = 3 + 5 and 3 + 2 + 4 = 9 Stage 2 Children move on to using Base 10 equipment to support their developing understanding of addition. 11 + 5 = 16 11 cubes are lined up (1 ten and 1 unit/one). 5 cubes are added to the line of 11 giving a total of 16. If possible, use two different colours of base 10 equipment so that the initial amounts can still be seen. Stage 3 Children will begin to represent their calculations on a number line in different ways. Number lines are a hugely useful tool and are a good representation of the way children think when they are working mentally. They can be used for areas such as time where the formal methods are not as reliable and can also be used for larger numbers and decimals. Stage 4 This is an intermediate stage before Stage 5. It is designed to reinforce the ideas of place value and breaks the process down for those children who may not be quite ready. Stage 5 This is the final stage of the method, and should be continued to be used for all written addition calculations. The example top left would be ‘said’ as follows: 5 + 8 = 13, put 3 down and carry the 10 20 + 40 + 10 that was carried over = 70 (7 written in the tens column) 600 + 0 = 600 (6 written in the hundreds column) Children will be expected to use this method for adding numbers with more than 3 digits, numbers involving decimals and adding any number of amounts together. Children should not be made to go onto the next stage if: they are not ready. they are not confident. Children should be encouraged to consider if a mental calculation would be appropriate before using written methods.
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