1. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Objectives
Day 1
Use written addition to add pairs of 4-digit numbers.
Day 2
Use written addition to add pairs of 5-digit numbers.
Before teaching, be aware that:
On Day 1 children will need mini-whiteboards and pens.

2. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Starters
Day 1 Place value in 4-digit numbers (pre-requisite skills)
Suggested for Day 2 Add 3 single digit numbers spotting bonds to 10 and doubles (simmering skills) or Pairs to 100 (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.

3. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Starter Place value in 4-digit numbers
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Children use digits 2, 3, 4, 5 to make nine 4-digit numbers, and write them on a 3×3 grid. Ring a number where: 5 is worth 500 / 3 is worth 30.
First child to ring all numbers wins.

4. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Starter Add 3 single digit numbers spotting bonds to 10 and doubles
Simmering skills – to use this starter, drag this slide to the start of Day 2
Children work in groups of 4. One child rolls three 0 to 9 dice at the same time. The first child to say the correct total rolls the dice next time and so on. Ask children to share tips on how to quickly find the total, e.g. look for pairs to 10, doubles put the largest number first.

5. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Starter Pairs to 100
Simmering skills – to use this starter, drag this slide to the start of Day 2
Show the bar model pictures for pairs to 100 (see resources). Explain that they show that the 2 numbers in the bottom bars are the same in total as the top bar. Children copy and complete those with missing numbers as quickly as they can. They then sketch as many of their own bar models for pairs to 100 as they can in 5 minutes.

6. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Objectives
Day 1
Use written addition to add pairs of 4-digit numbers.

7. How did you agree your order?
Day 1: Use written addition to add pairs of 4-digit numbers.
Each number could be rounded to the nearest 1000 to give an approximation, in which case the first and last would have the same approximation.
Or each could be rounded to the nearest 100, and then knowledge of adding pairs of 2-digit numbers be used to find more accurate approximations.
: = 6000
: = 6300
: = 5800
Which do you think will have the biggest answer and which do you think will have the smallest answer?
Talk to your partner and agree an order without working out the answers.
How did you agree your order?

8. Remember to leave a blank row above the answer line.
Day 1: Use written addition to add pairs of 4-digit numbers.
Now let’s find the exact total for using compact column addition.
Add the 100s.
Add the 1000s.
Add the 10s.
Add the 1s.
Remember to leave a blank row above the answer line.
How does this compare with your estimate? 3 1 1 5 5 9
When choosing which children will work out each of the second and third additions, bear in mind that the second addition is more difficult than the third.
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.
WT/ARE: Discuss which additions of 4-digit numbers are easy/quick to do and which are harder/slower to do and why.
GD: Teach children how to add pairs of 5-digit numbers.
Half the class work out
And the other half find

9. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Do the first 8 questions and use expanded addition if necessary.
ARE: Use compact column addition to work out as many answers as they can starting at question 5.

10. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Objectives
Day 2
Use written addition to add pairs of 5-digit numbers.

11. Day 2: Use written addition to add pairs of 5-digit numbers.
Roughly how many people visited the website on Sunday (am and pm)?
HINT! Round to the nearest thousand, then add the 2-digit numbers of 1000s (36,000 and 57,000).
Now let’s find the exact total using compact column addition. 3 1 1 1 9 9
How does this compare with your estimate?

12. Day 2: Use written addition to add pairs of 5-digit numbers.
Roughly how many people visited the website on Monday (am and pm)?
Now let’s find the exact total using compact column addition. 4 1 4 1 1 1
Today would be a great day to use a problem-solving investigation – Exasperating 80 Grand – 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.
WT: Use digits 1 to 8 to create two 4-digit numbers, aiming for a total between 6000 and 8000.
ARE/GD: Use a place value chart to generate 5-digit numbers to add. 4
How does this compare with your estimate?

13. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Children add use column addition to add pairs of 4-digit numbers, and are prompted to make some estimates first.
ARE/GD: Children find the total number of hits on the other days.

14. Addition and subtraction
Column addition with 4-digit and 5-digit numbers
Well Done! You’ve completed this unit.
Objectives
Day 1
Use written addition to add pairs of 4-digit numbers.
Day 2
Use written addition to add pairs of 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.

15. Problem solving and reasoning questions  
Fill in the missing digits:
Write an addition of two 5-digit numbers using the digits 4, 5 and 6 where the answer is 70,000.
 What mistake has Tom made in this addition?
  36, = 3,141,385

16. Problem solving and reasoning answers  
Fill in the missing digits:
The missing 1s digit could be 1, 2, 3, 4 or 5.
Write an addition of two 5-digit numbers using the digits 4, 5 and 6 where the answer is 70,000.
e.g. 65, The 1s digits must add to 10 and subsequent columns to 9 so other solutions are possible as long as those criteria are met. 
What mistake has Tom made in this addition?
  36, = 3,141,385
Where the 100s and 1000s digits added to more than 10 he has simply written down the 2-digit number rather than ‘carrying’ to the next column. A simple estimate would show that his answer cannot be right. The actual answer is 45,385.