1. 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.

2. 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.

3. 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.

4. 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”.

5. 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.

6. 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.

7. 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.

8. I can use a compensation strategy to add and subtract e. g
I can use a compensation strategy to add and subtract e.g is or is
I can use a transformation strategy to add and subtract e.g =
I can use a jump strategy e.g could be = = = = 421
I can choose a range of strategies for my calculations.

9. 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

10. I can use the memory function.