Add and Subtract I can use a number line to count in tens or hundreds from any starting point. I explain what each digit represents in a four digit number. I can use materials or diagrams to explain how a 3-digit number could be partitioned.

I can compare different ways of partitioning the same number. I can use a split strategy alongside partitioning to help me calculate. I can use a range of strategies for my calculations. I can describe and record the strategies I use to explain my thinking.

I can break numbers into ones, tens and hundreds to help calculate. I can record the parts of an addition split into ones, tens and hundreds. I can compare different ways of organising jottings to arrive at a shared method of recording calculations. I can begin to use standard written algorithms when it is appropriate.

I know that the “=“ sign means “the same as”. I can use a part-part-whole diagram or thinking to help me decide how to solve a problem I can use what I know about operations to make a prediction about the solution to whole number problems. I can write a number sentence to help me solve a variety of add and subtract problems for whole numbers up to 1000. I know that the “=“ sign means “the same as”.

I can use materials or diagrams to illustrate inverse operations. I can use links between add and subtract to make my calculations easier or so it can be solved on a calculator. I can use numbers and symbols to write the same calculation in different ways. I remember to estimate before I calculate.

I can check my answer by doing calculations in different ways. I can use what I know about the effect of an operation to check my answer. I can use what I know about real life to check my answer. I can use different expressions to talk about the answer to a calculation.

I can use different expressions to talk about add and subtract. I can use symbols and digits to represent a story problem. I can use everyday language to describe a number story. I can use the inverse relationship between addition and subtraction to make my calculation easier.

I can use a compensation strategy to add and subtract e. g I can use a compensation strategy to add and subtract e.g. 68+37 is 70+35 or 62-37 is 65-40. I can use a transformation strategy to add and subtract e.g. 53-19 = 54-20. I can use a jump strategy e.g. 185+236 could be 236+100=336 +50=386 +30=416 +5 = 421 I can choose a range of strategies for my calculations.

I can describe and record the above to reflect my own strategies and thinking. I can use add, subtract, multiply, divide, equals and constant keys on a calculator. I can interpret the results of division when the answer is a decimal fraction. I can accurately enter and read out numbers to 100 000.

I can use the memory function.