Welcome to Addition and Subtraction at RAB

1. Welcome toAddition and Subtraction at RAB Please feel free to have a look/play with some of the resources we have put out on the tables. Tuesday 13th June 1.45pm/6.30pm

2. At today’s workshop we hope to: • Provide you with a greater understanding of how addition and subtraction are taught in school from Reception to Year 6 • Demonstrate and share the vocabulary that we use to describe addition and subtraction • Demonstrate the importance of mental maths and associated strategies • Share with you the importance of using concrete resources and the development from this to pictorial representations (drawings/jottings) to the more abstract form (written calculations) in relation to addition and subtraction • Share with you some ideas of ways to best support your child at home

3. Objectives • Each year group has a different set of objectives that we follow for all aspects of maths including addition and subtraction. • All children will have exposure to these objectives, though not all children will grasp them at the same time. • We believe it is important to give every child the opportunity to succeed and to achieve to their full potential.

4. Key Learning Documents • These are available for each year group 1-6 on the school website

5. Number in EYFS • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. • Counts an irregular arrangement of up to ten objects. • Estimates how many objects they can see and checks by counting them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. • Finds the total number of items in two groups by counting all of them. • Says the number that is one more than a given number. • Finds one more or one less from a group of up to five objects, then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Records, using marks that they can interpret and explain. • Begins to identify own mathematical problems based on own interests and fascinations. Early Learning Goal Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

6. Early Learning GoalChildren count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. There is not an abstract stage for this age group – all learning will be based on concrete and pictorial resources. Adding by combining two sets of objects into one group (5 cubes and 3 cubes)

7. Much of the addition/subtraction in the Autumn/Spring Term is verbal • Practical resources are essential to EYFS – they use lots of different things to aid their counting and simple addition. • Numicon is used to support number recognition and counting on • Use of the children as a resource • Using fingers • Using number lines/number tracks • Using 100 squares • The importance of 1:1 correspondence when counting is key

8. Addition in Year 1 This academic year has seen a huge increase in the use of bar-modelling. This is began in year 1 with a simple part/part:whole model.

9. Addition in Year 2Add with 2-digit numbers Developing mental fluency withaddition and place value involving 2-digit numbers, then establish more formal methods. To add 2 digit numbers and tens To add 1 digit numbers to 2 digit numbers To add 2 digit numbers to 2 digit numbers. Leading into a more formal partitioned column method. Vocabulary: sum, tens, units, ones, partition, addition, column, tens boundary

10. Addition in Year 3 To use an expanded column method of addition After mastering the partitioned method, children will be introduced to an expanded column method. Children will need to recognise the place value of each digit without partitioning the whole number. Each row represents a single step of the calculation. Children can then add down the columns as they did in the partitioned method. Children who are confident with the expanded method will move on to the compact column addition method, with exchanging

11. Addition in Year 4 • Use of ‘ones’ not ‘units’. • Use of the term ‘exchange’ not ‘carry over’. Place value headings can be added above the calculation to support children. Place value counters and Diennes will support.

12. Addition in Year 5 • Children should understand the place value of tenths and hundredths and use this to align numbers with different numbers of decimal places. • Use of place value counters to support this.

13. Addition in Year 6 • Children need to apply these methods to adding numbers of increasing complexity within multi-step problems. Reasoning and problem solving is very important. • Concrete apparatus is still used to support children although children now independently decide to use the resources.

14. Subtraction EYFS There is not an abstract stage for this age group – all learning will be based on concrete and pictorial resources.

15. Again the use of practical resources in paramount in EYFS • The children will practise physical taking away resources and counting how many they have left • The children will look at how many more by matching • The written notation of subtraction is not introduced until the children are ready – for many this will not be until the summer term

16. Subtraction Year 1Subtract from numbers up to 20 Subtract by taking away Count back in ones on a numbered number line to take away, with numbers up to 20: Model subtraction using hundred squares and numbered number lines/tracks and practically. Find the differencebetween This will be introduced practically with the language – find the distance between‘ and ‘how many more?’ in a range of familiar contexts.

17. Subtraction Year 2 Subtract with 2-digit numbers Subtract on a number line by counting back, aiming to develop mental subtraction skills. Move towards more efficient jumps back, as below: 47 - 23 = 24 Partition the second number and subtract it in tens and units, subtract the tens first and then the ones as below: Mental strategies – subtract numbers close together by counting on Move towards more efficient jumps back, as below:

18. Subtraction Year 3 Subtracting with 2 and 3-digit numbers. Introduce the expanded partitioned column subtraction method. 89 – 35 = 54 80 + 9 - 30 + 5 50 + 4 STEP 2: introduce ‘exchanging’ through practical subtraction. Make the larger number with Base 10, then subtract 47 from it. STEP 3: Once pupils are secure with the understanding of ‟exchanging‟, they can use the partitioned column method to subtract any 2 and 3-digit numbers. You can use the terms ‘and’ or ‘add’ between the tens and units eg 100 and 30 and 8. STEP 1: introduce this method with examples where no exchanging is required.

19. Subtraction Year 4 • Partitioned column subtraction with exchanging. Continuing from Year 3 but using more complex numbers. • Move on to introducing the compact column subtraction method only when the children are completely secure with place value and can explain it.

20. Subtraction Year 5 • Movingtothecompactcolumn method ofsubtraction video • Solve multi-step addition and subtraction problems using up to 4 digits and 2 decimal places.

21. Subtraction Year 6 • Increasingly large and more complex numbers including decimals as part of multi-step problems and being able to reason and explain the process clearly. • Solve problems involving multi-operations including those with missing numbers.

22. Now it’s your turn… • On your tables you will find some example questions from Year 1 to Year 6. Please have a look at the questions and think about how you would support your child were they to bring this type of question home. • Please make use of any of the resources we have put out on the tables. • Please do ask if we can help or explain any method further.

23. At home • You can access several important documents at home from the RAB Website including the Key Learning documents for each year group, the RAB Calculation Policy, a copy of today’s PPT, the addition and subtraction hand-outs you have. • Refer to your child’s homework, there should always be a worked example included in the introduction, if not please do ask the class teacher for clarification if your child is unsure of the strategy they have been using in class. • Please speak to any of the maths team – we will always be happy to help – Jo Cooper, Andy Leeman, Ben Parke, Brenda Kimber

24. Props around the home • A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. • A traditional wall calendar-Calendars help with counting days, spotting number patterns. • Board games that involve dice or spinners-helps with counting and the idea of chance • A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting

25. A calculator- a basic calculator will help with maths homework when required, there are also many calculator games you can play too. • Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial • Dried beans, Macaroni or Smarties- for counting and estimating • A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc

26. A large bar of chocolate (one divided into chunks)- a great motivator for fractions work • Fridge magnets with numbers on- can be used for a little practice of written methods • Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing • A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.

27. Number bonds Number bonds Children in KS1 will spend significant time learning their number bonds, first of 10 and then of all numbers to 10; and then of all numbers to 20. e.g. 3 + 7 = 10, 5 + 5 = 10, 9 + 1 = 10 etc 10 – 8 = 2, 10 – 7 = 3, 10 – 4 = 6 etc It is important they know the addition facts and the corresponding subtraction facts. Speedy recall will really help them as they move through the school and encounter larger numbers. Practise Practise Practise!

28. Any questions?