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Please note that all guidance below is the minimum expectations for the teaching within each year group. It is expectated that many children will move through these steps faster (although understanding of all prerequisit steps is essential before moving to abstract calculations.
Previous steps (Pre-Prep)
Previous steps (Pre-Prep)
PICTORIAL
PICTORIAL
Adding on a numbered number line (individual jumps)
PICTORIAL
PICTORIAL
Adding on a numbered number line (tens and ones jumps)
PICTORIAL
PICTORIAL
Adding on a blank number line (tens and ones jumps)
ABSTRACT
ABSTRACT
Addition by partitioning both numbers into tens and ones
ABSTRACT
ABSTRACT
Addition by partitioning one number into tens and ones
Year 3
Year 3
Early steps - no carrying
Early steps - no carrying
CONCRETE
CONCRETE
Children will physically manipulate place value counters/Dienes or Numicon to model the calculation. Add together the ones first, then the tens.
PICTORIAL
PICTORIAL
Children move to drawing the counters using a tens and one frame
ABSTRACT
ABSTRACT
Add the ones first, then the tens, then the hundreds.
Addition with carrying digits
Addition with carrying digits
CONCRETE
CONCRETE
Using physical resources such a Dienes blocks, place value counters or Numicon, children to exchange ten ones for a ten.
PICTORIAL
PICTORIAL
Children can draw a rep- resentation of the grid to further support their understanding, carrying the ten underneath the line e.g. 66+57
ABSTRACT
ABSTRACT
Start by partitioning the numbers before formal column to show the exchange.
Year 4
Year 4
CONCRETE
CONCRETE
As Year 3. Gradually move away from concrete methods as confident
PICTORIAL
PICTORIAL
As Year 3. Continue using place value counters to model calculations
ABSTRACT
ABSTRACT
Continue from previous work to carry hundreds as well as tens. Relate to money and measures
Year 5
Year 5
Adding decimals without carrying
Adding decimals without carrying
CONCRETE
CONCRETE
Reinterpret Dienes blocks in a decimal context.
PICTORIAL
PICTORIAL
Use decimal place value counters to model addition without carrying. E.g. above 3.21+1.13 =4.34
ABSTRACT
ABSTRACT
Add decimal numbers using column methods without carrying. Decimal points must be alligned
Adding decimals with carrying
Adding decimals with carrying
CONCRETE
CONCRETE
Introduce decimal place value counters and model exchange for addition.
PICTORIAL
PICTORIAL
Use decimal place value counters to model addition with carrying. E.g. above 4.67+2.54 =7.21
ABSTRACT
ABSTRACT
Add decimal numbers using column methods with carrying. Decimal points must be alligned
Year 6
Year 6
Add decimal numbers with different number of decimal places
Add decimal numbers with different number of decimal places
ABSTRACT
ABSTRACT
Add decimal numbers with different numbers of decimal places. Insert zeros for place holders.
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