Addition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on.

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1 Year 1 add with numbers up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, etc. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on. Bead strings or bead bars can be used to illustrate addition including bridging through ten by counting on 2 then counting on 3. Children should have access to a wide range of counting equipment, everyday objects, number tracks and number lines, and be shown numbers in different contexts. Count to and across 100 Read and write numbers to 100 in numerals, including 1-20 in words Given a number, identify one more and one less Count in multiples of 1, 2, 5 and 10 Read, write and interpret mathematical statements involving the addition and equals signs Recall bonds to 10 and 20, and addition facts within 20 Add one-digit and two-digit numbers to 20, including zero Solve simple 1-step problems involving addition, using objects, number lines and pictorial representations. add, more, plus, and, make, altogether, total, equal to, equals, double, most, count on, number line

2 Year 2 - add with 2-digit numbers Children develop their mental fluency with addition and place value involving 2-digit numbers, then establish more formal methods as appropriate. Children will begin to use empty number lines, starting with the larger number and counting on. First counting on in tens and ones: Then becoming more efficient by adding the units in one jump (using the known fact = 7): Followed by adding the tens in one jump and the units in one jump: Bridging through ten can help children become more efficient: Count in steps of 2, 3 and 5 and count in tens from any number Understand the place value of 2-digit numbers (tens and ones) Compare and order numbers to 100 using < > and = signs Read and write numbers to at least 100 in numerals and words Recall bonds to 20 and bonds of tens to 100 ( etc.) Add a 2-digit number and ones (e.g ) Add a 2-digit number and tens (e.g ) Add pairs of 2-digit numbers (e.g ) Add three single-digit numbers (e.g ) Show that adding can be done in any order (the commutative law) Recognise and use the inverse relationship between addition and subtraction to check calculations and solve missing number problems Solve problems with addition, using concrete objects, pictorial representations, involving numbers, quantities and measures, and applying mental and written methods. sum, tens, units, partition, addition, column, tens boundary

3 Year 3 add numbers with up to 3 digits Children will continue to use empty number lines with increasingly large numbers, including compensation where appropriate, and begin to use more formals written methods. They count on from the largest number irrespective of the order of the calculation: They use compensation: They begin to use the expanded column addition method, adding the least significant digits first in preparation for the compact method: Recognise place value of each digit in 3-digit numbers (hundreds, tens, ones) Read and write numbers to 1000 in numerals and words Add 2-digit numbers mentally, including those exceeding 100 Add a three-digit number and ones mentally ( ) Add a three-digit number and tens mentally ( ) Add a three-digit number and hundreds mentally ( ) Add numbers with up to three digits using formal written methods of column addition Estimate answers to calculations, using inverse to check answers Solve problems, including missing number problems, using number facts, place value, and more complex addition Continue to practise a wide range of mental addition strategies, i.e. number bonds, adding the nearest multiple of 10, 100, 1000 and adjusting, using near doubles, partitioning and recombining. vertical, carry, expanded, compact

4 Year 4 add numbers with up to 4 digits Children will move from expanded addition to the compact column method, adding least significant digits first, and carrying numbers underneath the calculation. Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more three-digit sums of money, with or without adjustment from the pence to the pounds; know that the decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g p Recognise the place value of each digit in a four-digit number Round any number to the nearest 10, 100 or 1000 Find 1000 more or less than a given number Add numbers with up to 4 digits using the formal written method of column addition Solve 2-step problems in contexts, deciding which operations and methods to use and why Select most appropriate method: mental, jottings or written and explain why Estimate and use inverse operations to check answers to a calculation Continue to practise a wide range of mental addition strategies, i.e. number bonds, add the nearest multiple of 10, 100, 1000 and adjust, use near doubles, partitioning and recombining. vertical, carry, expanded, compact, thousands, hundreds, digits, inverse

5 Year 5 add numbers with >4 digits Children should extend the compact method to numbers with more than four digits. Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 3.2 m 280 cm. Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000 Add numbers with more than 4 digits using the formal written method of column addition Add numbers mentally with increasingly large numbers, using and practising a range of mental strategies i.e. add the nearest multiple of 10, 100, 1000 and adjust; use near doubles, inverse, partitioning and re-combining; using number bonds Use rounding and estimation to check answers and accuracy Solve multi-step problems in contexts, deciding which operations and methods to use and why. vertical, carry, expanded, compact, thousands, hundreds, digits, inverse, decimal places, decimal point, tenths, hundredths, thousandths

6 Year 6 add several numbers of increasing complexity Children should extend the compact method to numbers of increasing complexity. Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to four digits and either one or two decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit Round any whole number to a required degree of accuracy Perform mental calculations, including with mixed operations and large numbers of increasing complexity, using and practising a range of mental strategies Solve multi-step problems in context, deciding which operations and methods to use and why Use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy. vertical, carry, expanded, compact, thousands, hundreds, digits, inverse, decimal places, decimal point, tenths, hundredths, thousandths

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