Add and subtract numbers mentally, including a three-digit number Addition Pupils understand as your head’ or jottngs’. ‘mentally’ ‘in ‘with and ones, tens or hundreds Subtraction Ensure that pupils can deal with column subtractions that include a 0 Use column addition and subtraction for numbers up to four digits Estimate the answer to a calculation within the first number; e.g. 48027 8437. – Sum, Total Later in this stage there is a further opportunity to develop and practice Difference, Minus, Less Bring on the Maths+: Moving on up! calculation skills with a particular emphasis on checking, approximating or estimating the answer. Column addition Calculating: #1 KM: and Column subtraction NCETM: , Exchange NCETM: Operation Common approaches Estimate To avoid confusion with language, all teachers use to refer only to ‘sum’ the result of an addition. Teachers say these calculations’ ‘complete instead of these sums’ ‘complete All pupils use books / paper with 7mm squares and ensure that each digit is written in one square When carrying, numbers being carried are placed beneath the answer line During column subtraction the language of is used instead ‘exchanging’ of When exchanging, numbers being altered or moved ‘borrowing’. are written above the calculation Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Add and subtract numbers mentally, including a three-digit number and ones, tens or hundreds Use column addition and subtraction for numbers up to four digits Estimate the answer to a calculation Bring on the Maths+: Moving on up! Calculating: #1 Addition Subtraction Sum, Total Difference, Minus, Less Column addition Column subtraction Exchange Operation Estimate Pupils understand ‘mentally’ as ‘in your head’ or ‘with jottngs’. Ensure that pupils can deal with column subtractions that include a 0 within the first number; e.g. 48027 – 8437. Later in this stage there is a further opportunity to develop and practice calculation skills with a particular emphasis on checking, approximating or estimating the answer. KM: and NCETM: , NCETM: Common approaches To avoid confusion with language, all teachers use ‘sum’ to refer only to the result of an addition. Teachers say ‘complete these calculations’ instead of ‘complete these sums’ All pupils use books / paper with 7mm squares and ensure that each digit is written in one square When carrying, numbers being carried are placed beneath the answer line During column subtraction the language of ‘exchanging’ is used instead of ‘borrowing’. When exchanging, numbers being altered or moved are written above the calculation Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Scheme-of-Learning-Maths-KS41.docx