1. The New National Curriculum for Mathematics aims to ensure that all pupils: become fluent - confident and accurate in their maths skills reason mathematically - can talk about their work and explain their thinking can solve problems - can apply their knowledge in different contexts

2. Addition

3. Addition in Year 1 Focussing on what ‘equals’ means 2 = 2 = 3 =

4. Represent and use number bonds to 20

5. Use a range of concrete objects

8. Add one digit and two digit numbers – use objects, number lines, counting on

9. Solve problems using concrete objects and representations Identify ‘one more’ How many different ways can you make 5? My plant measures 16cm. Tomorrow it will be 5cm taller. How tall will it be tomorrow? Show me how you know your answer is correct.

10. Addition in Year 2 Add numbers using objects, pictorial representations and mentally 2 digit number and ones 2 digit number and tens 2 two digit numbers

11. 32 + 22=

12. 24 + 13 = 20 + 10 = 30 4 + 3 = 7 30 + 7 = Partitioning Re-partitioning numbers Introduction to columns

13. Recall and use addition and subtraction facts to 20 and derive and use related facts to 100 Demonstrate the commutative law of addition I know that 7 + 3 = 10. So 27 + 3 makes 30. To check this, I can partition 27 into 20 and 7. 20+7+ 3= 20+10= 30 =++ Commutative 12 + 30 = 30 + 12 ? + 25 = 25 + 41

14. Addition Year 3 Mental calculation Add numbers mentally, including: a three ‐ digit number and ones a three ‐ digit number and tens a three digit number and hundreds Partition all numbers and recombine, start with TO + TO then HTO + TO

15. Written calculation Add numbers with up to three digits, using formal written (columnar) methods

17. Addition Year 4 Mental calculations Practise mental methods with increasingly large numbers Consolidate partitioning and re ‐ partitioning Use compensation for adding too much/little and adjusting

18. Mental calculation I know that 63 + 29 is the same as 63 + 30 –1 I know that 63 + 29 is the same as 63 + 30 –1 55 + 37 = 55 + 30 + 7 = 92 43

19. Written calculations Add numbers with up to four digits, using the formal written (columnar) method 262 + 145 =

20. Addition Year 5 Add numbers mentally with increasingly large numbers, e.g. 12 462 + 2300 = 14 762 Mentally add tenths, and one ‐ digit numbers and tenths Add decimals, including a mix of whole numbers and decimals, decimals with different numbers of places, and complements of 1 (e.g. 0.83 + 0.17 = 1) 1.9km + 1.3km =

21. Written calculation Add whole numbers with more than four digits, using the formal written (columnar) method

22. Add fractions with the same denominator and denominators that are multiples of the same number

23. Addition Year 6 Mental calculations Perform mental calculations, including with mixed operations and large numbers (more complex calculations) Children use representation of choice Consolidate partitioning and re ‐ partitioning Use compensation for adding too much/little and adjusting Refer back to pictorial and physical representations when needed.

24. Adding Fractions Add fractions with different denominators and mixed numbers, using the concept of equivalent fractions Find the common denominator: 2/5 + 3/8 = 5 and 8 are both factors of 40. 16/40 + 15/40 = 31/40

25. Mental Strategies Putting the largest number first: 5 + 36 is the same as 36 + 5. Start at 36 and count on in ones 30 + 60 is the same as 60 + 30. Start at 60 and count on in tens Partitioning: 14 + 25 = (10 + 4) + (20 + 5) (10 + 20) = 30 (4 + 5) = 9 The answer is 39

26. Compensation: 17 + 9 = 17 + 10 – 1 = 26 26 + 11 = 26 + 10 + 1 = 37 Doubles or near doubles: 8 + 8 = 16 so 8 + 9 = 8 + 8 + 1 = 17 Bridging through 10, 20 etc 8 + 7 = (8 + 2) + 5 10 + 5 = 15 15 + 9 = (15 + 5) + 4 20 + 4 = 24

27. Addition 27 8 + 5 25 + 42 25 + 27 25 + 49 127 + 113 145 +127 3537 + 2946 How would you solve these? Number line Partitioning Diennes Place value counters Column addition 100 square Compensation Pictures