1. Addition and Subtraction
Mental addition and subtraction
Written column addition
Objectives
Day 1
Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Day 2
Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Day 3
Revise column addition of 4-digit and 5-digit numbers.
Before teaching, be aware that:
On Day 1 children will need mini-whiteboards and pens.
On Day 2 children will need mini-whiteboards and pens.
On Day 3 children will need mini-whiteboards and pens.
Year 5

2. Addition and Subtraction
Mental addition and subtraction
Written column addition
Starters
Day 1
Place value in 4-digit and 5-digit numbers (pre-requisite skills)
Day 2
Count in 1/4s and 1/8s (simmering skills)
Day 3
Addition facts to 20 (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 5

3. Addition and Subtraction
Mental addition and subtraction
Written column addition
Starter
Place value in 4-digit and 5-digit numbers
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Ask children to use the digits 1 to 9 once to write one 4-digit number and one 5-digit number. Shuffle a set of 1 to 9 cards, then show 1 to the class. They score whatever this digit is worth in 1 of their numbers, e.g. the 5 in 15,476 scores Repeat with 3 more digits. Children find the total. Whose total was highest? Repeat.
Year 5

4. Addition and Subtraction
Mental addition and subtraction
Written column addition
Starter
Count in 1/4 s and 1/8 s
Simmering skills – to use this starter, drag this slide to the start of Day 2
Show a 0–3 line marked in 1/4 s (see next slide). Point to halfway between 0 and 1 and ask children for different ways of saying the fraction at this point. Write 1/2 below the line.
Repeat for 12/4, 22/4. Count along the line in 1/4 s: 1/4, 1/2, 3/4, 1, 11/4, 11/2 …
Show the line marked in 1/8s (see the slide after). Ask for equivalent fractions then count using the simplest possible fractions: 1/8, 1/4, 3/8, 1/2 …
Year 5

5. Year 5

6. Year 5

7. Addition and Subtraction
Mental addition and subtraction
Written column addition
Starter
Addition facts to 20
Simmering skills – to use this starter, drag this slide to the start of Day 3
Children play in pairs. They each shuffle a pack of 0–10 cards and place face down. On the count of 3, they both turn over their top card. The first to say the total wins both cards. Repeat until there are no cards left. Who won most cards? Repeat.
Year 5

8. Addition and Subtraction
Mental addition and subtraction
Written column addition
Objectives
Day 1
Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Year 5

9. Day 1: Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Be ready to explain how you worked out the answer.
Add 203.
Be ready to explain how you worked out the answer.
4735
Subtract 2003.
Be ready to explain how you worked out the answer.
Add 2003.
Be ready to explain how you worked out the answer.
Each time, ask some children to explain how they worked out the answer.
Year 5

10. 197 is a ‘nearly’ number – it’s nearly a multiple of 100.
Day 1: Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Add 200 to 4735 and write the answer. Now use this answer to add 197 to 4735.
197 is a ‘nearly’ number – it’s nearly a multiple of 100.
This ‘add and adjust’ strategy makes adding near-multiples of 100 a bit more straightforward…
4735
+200 -3
4735
4932
4935
Year 5

11. Day 1: Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Subtract 200 from 4735 and write the answer. Now use this answer to subtract 197 from 4735.
4735
This time we ‘subtract and adjust’ to make subtracting a near-multiple of 100 a bit more straightforward…
-200 +3
4535
4538
4735
Year 5

12. Day 1: Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Add 2000 to 4735 and write the answer. Use this answer to add 1995 to 4735.
Subtract 2000 from 4735 and write the answer. Now use this answer to subtract 1995 from 4735.
4735
Each time, ask some children to explain how they worked out the answer.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download on our website.
WT: Use place value to add and subtract multiples and near multiples of 100 and 1000.
ARE/GD: Use place value to add and subtract multiples and near multiples of 100 and 1000.
Year 5

13. The Practice Sheet on this slide is suitable for most children.
You can download differentiated PRACTICE WORKSHEETS from Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE: Children start at question 1 and complete up to at least question 16.
GD: Children start at question 11.
Challenge
Year 5

14. Addition and Subtraction
Mental addition and subtraction
Written column addition
Objectives
Day 2
Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Year 5

15. Day 2: Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Be ready to explain how you worked out the answer.
Add 20,030.
Be ready to explain how you worked out the answer.
52,435
Year 5

16. Remember the ‘add and adjust’ strategy….
Day 2: Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Add 1000 and write the answer. Now use this answer to add 998 to 52,435.
Remember the ‘add and adjust’ strategy….
52,435
+1000 -2
52,435
53,433
53,435
Year 5

17. Day 2: Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Subtract 1000 and write the answer. Now use this answer to subtract 998 from 52,435.
52,435
This time we ‘subtract and adjust’ to make subtracting a near-multiple of 1000 a bit more straightforward…
-1000 +2
51,435
51,437
52,435
Year 5

18. Day 2: Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Add 2000 and write the answer. Use this answer to add 1995 to 52,435.
Subtract 2000 and write the answer. Now use this answer to subtract 1995 from 52,435.
52,435
Add 300 and write the answer. Use this answer to add 297 to 52,435.
Subtract 300 and write the answer. Now use this answer to subtract 297 from 52,435.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download on our website.
WT: Use place value to add and subtract near multiples of 100 and 1000.
ARE/GD: Use place value to add and subtract multiples and near multiples of 100, 1000 and 10,000.
Year 5

19. The Practice Sheet on this slide is suitable for most children.
You can download differentiated PRACTICE WORKSHEETS from Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Use place value to add and subtract near multiples of 100 and 1000 to and from 4-digit numbers.
ARE/GD: Use place value to add and subtract near multiples of 100 and 1000 to and from 5-digit numbers.
Challenge
Year 5

20. Addition and Subtraction
Mental addition and subtraction
Written column addition
Objectives
Day 3
Revise column addition of 4-digit and 5-digit numbers.
Year 5

21. What were your strategies for estimating these answers?
Day 3: Revise column addition of 4-digit and 5-digit numbers.
23, , , ,352
Discuss in pairs which you think will have the biggest answer and the smallest answer.
Half the class are going to work out the answer to the 2nd addition and the other half are going to work out the answer to the 3rd addition.
What were your strategies for estimating these answers?
Rounding numbers to the nearest 1000 is helpful.
Point to each. Children vote according to whether they think that addition has the biggest answer.
Repeat for smallest answer.
Ask half the class to work out the answer to the 2nd (including children who are Working towards ARE) and the other half to work out the answer to the 3rd addition. Agree the answers.
Year 5

22. Day 3: Revise column addition of 4-digit and 5-digit numbers.
23, , , ,352
Add the 1s, then the 10s, then the 100s, then the 1000s.
Remember to leave a blank row above the answer line. 1 8 1 8 1 3
1 0
This is very similar to adding a pair of 4-digit numbers; not harder, just longer - we just have more digits to add.
Year 5

23. Remember to leave a blank row above the answer line.
Day 3: Revise column addition of 4-digit and 5-digit numbers.
23, , , ,352
It’s really important to align the numbers to the right, according to their place value.
Remember to leave a blank row above the answer line. 7 1 5 6 9 4
Today would be a great day to use the problem-solving investigation – Triple trouble – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download on our website.
WT/ARE/GD: Use column addition to add a combination of 4-digit and 5-digit numbers.
Year 5

24. The Practice Sheet on this slide is suitable for most children.
You can download differentiated PRACTICE WORKSHEETS from Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Children start at question 1 and do as many as they can.
ARE/GD: Children start at question 7.
Year 5

25. Addition and Subtraction
Mental addition and subtraction
Written column addition
Well Done! You’ve completed this unit.
Objectives
Day 1
Use place value to add and subtract; add and subtract near multiples of 100 and 1000.
Day 2
Use place value to add and subtract; add and subtract near multiples of 100, 1000 and 10,000.
Day 3
Revise column addition of 4-digit and 5-digit numbers.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 5

26. Problem solving and reasoning questions
Predict what the ones digit of your answer will be if you carry out the following sequence: Start with 98,765.
Subtract 9999
Subtract 999
Subtract 99
Subtract 9
What number are you left with?
What number must I add to 9998 to get 33,454?
What mistake has Tom made in this addition?
6734 – 997 = 5731
Fill in the missing numbers.
4 5 7 ? 8
+ 1 ? 4 9 ?
? 2 ? 2 0
Year 5