Addition and subtraction are inverse operations.

Right from the start children should be

taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 1
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Using place value
Count on in ones/counting in tens, e.g. knowing 45 + 1 or 45 + 10 Count back in 1s/Count back in 10s. 1 2 3 4 5
without counting on in ones. Say one less than any number to 100.
Say 10 less without counting back in ones. 11 12 13 14 15

Bead strings and 1-100 21 22 23 24 25

33 - 10 = 23
0 10 20 30 40 50 60 70 80 90 100
number grid help counting 31 32 33 34 35
on/back in tens.
45 + = 50 65 + = 70 41 42 43 44 45
Subtracting by taking away
85 + = 90 Count back in ones,
e.g. 15 - 3 = 25 - 3 =
Counting on
Count on in ones, e.g. 11 + 2 = and 7 + 4 =
0 10 20
Count on in tens, e.g. 45 + 20 as 45, 55, 65
Count back in tens.
Using number facts 0 10 20 30 40 50 60 70 80 90 100
44 54 64
‘Story’ of 4, 5, 6, 7, 8 and 9, e.g. 7 = 7 + 0 or 6 + 1 or 5 + 2 or 4 + 3.
Number bonds to 10, e.g. 5 + 5 , 6 + 4, 7 + 3, 8 + 2, 9 + 1, 10 + 0. Using number facts
‘Story’ of 4, 5, 6, 7, 8 and 9, e.g. 7 - 1 = 6, 7 - 2 = 5, 7 - 3 = 4, etc.
Number bonds to 10, e.g. 10 - 1 = 0, 10 - 2 = 8, 10 - 3 = 7, etc.

Missing number sentences, 10

6+ = 10 7+ = 10 9 ?
3 + [] = 7, link addition
10 10 and subtraction. 10 - =7 10 - =9
5 ? 9 ?
5+ = 10 9+ = 10 Patterns using known facts,
e.g. 10 - 7 = 3 so we know 30 - 7 = ?
Patterns using known facts, e.g. 4 + 3 = 7 so we know 24 + 3, 44 + 3,
74 + 3, etc.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 2
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Using place value
Know 1 more or 10 more than any number, e.g. 1 more than 67 or 10 Know 1 less or 10 less than any number, e.g. 1 less than 74 or 10 less than 82.
more than 85.
Partitioning, e.g. 55 - 32 as 50 - 30 - = 20
Partitioning, e.g. 55 + 37 50 30
50 + 30 = 80 and 5 - 2 combining the
as 50 + 30 and 5 + 7 Bead strings and 1-100 answers: 20 + 3.
finally combining the two number grid help counting 5 - 2 =3
5 + 7 = 12
totals: 80 + 12. on/back in tens. 55 - 32 = 23
80 + 12 = 92
Taking away
Counting on Subtract ten and multiples of ten, e.g. 76 - 20 as 76, 66, 56 or in one hop
Add ten and mupltiples of ten, e.g. 76 + 20 as 76 , 86, 96 or in one hop 76 - 20 = 56. Subtract two 2-digit numbers by counting back in tens then
76 + 20. Add two 2-digit numbers by counting on in tens and then in ones, in ones, e.g. 67 - 33 as 67 subtract 30 (37) then count back 3 (34).
e.g. 55 + 37 as 55 add 30 (85) add 7 (92).
+10 +10 -3 -30

60 70 76 80 90 96 100 30 34 37 40 50 60 67 70

Add near multiples, e.g. 46 + 19 or 63 + 21. Subtracting near multiples, e.g. 74 - 21 or 57 - 19.
Using number facts Using number facts
Know pairs of numbers which make the numbers up to and including 10, Know pairs of numbers which make the numbers up to and including 10,
e.g. 8 = 4&4, 3&5, 2&6, 1&7 and 10 = 5&5, 4&6, 3&7, 2&8, 1&9, 0&10. e.g. 10 - 6 = 4, 8 - 3 = 5, 5 - 2 = 3, etc.
Patterns of known facts, e.g. 6 + 3 = 9, so we know 36 + 3 = 39, Patterns of known facts, e.g. 9 - 6 = 3, so we know 39 - 6 = 33, 69 - 6 = 63,
66 + 3 = 69, 53 + 6 = 59. 89 - 6 = 83. -4 -2
Bridging ten, e.g. 57 + 5 as 57 add 3 then add 2 more. Bridge ten, e.g. 52 - 6
+3 +2
Missing number sentences, as 52 subtract 2 then
3 + [] = 7, link addition subtract 4 more.
40 50 60
and subtraction. 46 52
50 55 57 60 62 65 70

Adding three or more single-digit numbers, spotting bonds to 10 or doubles, Counting up

e.g. 6 + 7 + 4 + 2 as 10 + 7 + 2. Find a difference between two numbers on a line, e.g. 51 - 47.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 3
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Taking away
Count in hundreds, e.g. knowing 475 + 200 as 475, 575, 675. Use place value to subtract, e.g. 358 – 300 or 348 – 40 or 348 – 8.
Taking away multiples of 10, 100 and £1, e.g. 476 – 40 = 436,
Add multiples of 10, 100 and £1, 476 – 300 = 176, £4.76 - £2 = £2.76.
e.g. 746 + 200 or 746 + 40 or Subtraction is both taking Partitioning, e.g. 68 – 42 as 60 – 40 and 8 – 2 or
£6.34 + £5 as £6 + £5 and 34p. away and - importantly - £6.84 - £2.40 as £6 - £2 and 80p – 40p.
difference. Count back in hundreds, tens and then ones,
Partitioning, e.g. 68 + 74 as 60 + 70 and 8 + 4 and e.g. 763 – 121 as 763 – 100 (663) then subtract 20 (643)
combine the totals: 130 + 12 = 142 then subtract 1 (642).
Or £8.50 + £3.70 as £8 + £3 and 50p + 70p and combine: £11 + £1.20. Subtract near multiples, e.g. 648 – 199 or 86 – 39.
86 - 39
Counting on
-40
+1
Add 2-digit numbers by adding the multiple of ten then the ones,
e.g. 67 + 55 as 67 add 50 (117) add 5 (122). 46 47 86
Add near multiples of 10 and 100, e.g. 67 + 39 or 364 + 199.
Counting up
Find a difference between two numbers by counting up from the smaller
225 + 49 +50 -1 to the larger, e.g. 121 – 87.

225 274 275 3 10 21

Count on from 3-digit nos, e.g. 247 + 34 as 247 + 30 (277) 87 90 100 121
then 277 + 4 = 281.
Using number facts
Using number facts Number bonds to 100, e.g. 100 – 35 = 65, 100 – 48 = 52, etc.
Number bonds to 100, e.g. 35 + 65, 46 + 54, 73 + 27, etc.
We no longer count in 1s but
use PV and number facts.
100 100
65 35 48 ?
35

Add to next ten and next hundred, e.g. 176 + 4 = 180, 435 + 65 = 500, etc.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 3
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Written Addition - Written Subtraction

Written methods
Build on partitioning to develop expanded column addition Develop counting up subtraction.
with two 3-digit numbers.
3 30
400 60 6 Counting up subtraction is
+ 300 50 8 a crucial mental strategy.
700 110 14
167 170 200

Expanded column addition with ‘carrying’.

Use counting up subtraction to find change from £1 and £10.
400 60 6
+ 300 50 8
16p £3
100 10
800 20 4

Compact column addition with two or more 3-digit numbers £6.84 £7 £10
or towers of 2-digit numbers. £3 + 16p = £3.16

347 Recognise complements of any fraction to 1, e.g. 1 – ¼ = ¾

286
+ 495 or 1 - ⅔ = ⅓.
21
1 128 Important
? to see the visual
image of fractions totalling
one whole.
Compact column addition with 3-digit numbers

Recognise fractions which add to 1, e.g. ¼ + ¾ or ⅖ + ⅗.

 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 4
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Taking away
Count in thousands, e.g. knowing 475 + 200 as 475, 575, 675. Use place value to subtract, e.g. 4748 - 4000 or 4748 - 8, etc.
Partitioning, e.g. 746 + 203 as 700 + 200 and 46 + 3
or 134 + 707 as 130 + 700 and 4 + 7. Take away multiples of 10, 100, 1000, £1, 10p or 0.1, e.g. 8392 - 50 or
PV and number facts are 6723 - 3000 or £3.74 - 30p or 5.6 - 0.2.
central to mental strategies.
Partioning, e.g. £5.87 - £3.04 as £5 - £3 and 7p - 4p or 7493 - 2020 as
7000 - 2000 and 90 - 20.
Counting on
Add 2-digit numbers by adding the multiple of ten then Count back, e.g. 6482 - 1301 as 6482 - 1000, then - 300, then -1 (5181).
the ones, e.g. 67 + 55 as 67 add 50 (117) add 5 (122). Subtract near multiples, e.g. 3522 - 1999 or £34.86 - £19.99.
Add near multiples of 10, 100 and 1000, e.g. 467 + 199 or 3462 + 2999.
Counting up
Find a difference between two numbers by counting up from the smaller
+200 -1 to the larger, e.g. 506 - 387.
3 10 100 6
467 666 667

Count on to add 3-digit numbers and money, e.g. 463 + 124 as 387 390 400 500 506
463 + 100 (563) + 20 (583) + 4 = 587 or £4.67 + £5.30 as £9.67 add 30p.
100 + 10 + 6 + 3 = 119

Using number facts Using number facts

Number bonds to 100 and to next multiple of 100, Number bonds to 10, 100 and derived facts,
e.g. 463 + 37, 1353 + 47. e.g. 100 - 76 = 24, 1.0 - 0.6 = 0.4.

Number bonds to £1 and to the next whole pound, Counting up is essential 100
e.g. £3.45 + 55p. for money calculations 76 24
Add to the next whole number, e.g. 4.6 + 0.4 or 7.2 + 0.8. and, later, decimals.

Number bonds to £1 and £10,

e.g. £1.00 - 86p = 14p or £10 - £3.40 = £6.60.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 4
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Written Addition - Written Subtraction

Build on expanded column addition to develop compact column addition Expanded column subtraction. Begin to use column subtraction.
with larger numbers.
600 110 16 6 11 16
700 20 6 7 2 6
1000 400 60 8 - 300 50 8 - 3 5 8
Expanded methods firm
+ 4000 800 60 6 300 60 8 3 6 8
up a robust understanding
1000 100 10 of place value.
6000 300 30 4

Use counting up subtraction to find change from £10, £20, £50 and £100,
Compact column addition with larger numbers. e.g. £100 - £73.60.

5347 40p £6 £20

2286
+ 1495
121 £73.60 £74 £80 £100
9 128
£20 + £6 + 40p = £26.40

Use expanded and compact column addition to add amounts of money,

e.g. £3.24 + £2.58.
Subtract like fractions, e.g. ⅜ - ⅛ = 2⁄8.
£3 20p 4p £3.24
£2 50p 8p + £2.58
£5 70p 12p £5.82 1 Stress
? that decimals
£5.82 and fractions are parts of
a whole.
Add like fractions, e.g. ⅜ + ⅛ + ⅛.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 5
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Taking away
Count in 0.1s, 0.01s, e.g. knowing what 0.1 more than 0.51 is. Using place value to subtract decimals, e.g. 4.58 - 0.08 or 6.26 - 0.2, etc.
Take away multiples of powers of 10, e.g. 15, 672 - 300 or 4.82 - 2 or
Partitioning, e.g. 2.4 + 5.8 as 2 + 5 and 2.71 - 0.5 or 4.68 - 0.02.
0.4 + 0.8 and combine the totals: 7 + 1.2 = 8.2. Subtracting by counting Partition or count back, e.g. 3964 – 1051 or 5.72 – 2.01.
up is much less error prone. Subtract near multiples, e.g. 86,456 – 9999 or 3.58 – 1.99.
2.4 + 5.8
Counting up
7 + 1.2 = 8.2 Find a difference between two numbers by counting up from the smaller
to the larger, e.g. 2009 - 869.
Counting on
31 100 1000 9
Add two decimal numbers by adding the ones then the tenths/hundredths,
e.g. 5.72 + 3.05 as 5.72 add 3 (8.72) then add 0.05 (8.77).
Add near multiples of 1, e.g. 6.34 + 0.99 or 5.63 + 0.9. 869 900 1000 2000 2009
1000 + 100 + 31 + 9 = 1140
+1 Find change using shopkeepers’ addition, e.g. buy toy for £6.89 using £10.
-0.1
11p £3
5.63 6.53 6.63

Count on from large numbers, e.g. 6834 + 3005 as 9834 + 5. £6.89 £7 £10
£3 + 11p = £3.11
Using number facts
Using number facts Derived facts from number bonds to 10 and 100, e.g. 2 – 0.45 using
Number bonds to 1 and to the next whole number, e.g. 0.4 + 0.6 45 + 55 = or 100 or 3.00 – 0.86 using 86 + 14 = 100.
or 5.7 + 0.3.

Add to the next ten from a decimal number, Knowledge

? of number 100
e.g. 7.8 + 2.2 = 10. bonds underpins mental 86 14
0.2 2 stratgegies.

Number bonds to £1, £10 and £100, e.g. £4.00 - £3.86p = 14p or
7.8 8.0 10 £100 - £66 using 66 + 34 = £100.
2 + 0.2 = 2.2.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 5
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Written Addition - Written Subtraction

Expanded column addition for money leading to compact column Compact column subtraction for numbers with up to 5 digits,
addition for adding several amounts of money. e.g. 16,324 - 8516.

£14 60p 4p 0 15 13 1 14
Expanded version first - 1 6 3 2 4
£28 70p 8p
embeds understanding of 8 5 1 6
+ £12 20p 6p
place value. 7 8 0 8
£1 10p
£55 60p 8p £55.68 Continue to use counting up subtraction for subtractions involving money,
including finding change or, e.g. £50 - £28.76.
Compact column addition to add pairs of 5-digit numbers.
24p £21 £21 + 24p = £21.24
Continue to use column addition to add towers of several larger numbers.

Use compact addition to add decimal

numbers with up to two places. £28.76 £29 £50
Use counting up subtraction to subtract decimal numbers,
e.g. 4.2 – 1.74.
15.68 0.26 2 0.2
+ 27.86
11.1
43.54 1.74 2 4 4.2

2 + 0.26 + 0.2 = 2.46

Equivalent
? fractions are
Adding fractions with related denominators, the basis for + and - Subtracting fractions with related denominators,
e.g. ¼ + ⅜ = ⅝. fractions. e.g. 1¼ - ⅜ as 12⁄8 - 3⁄8 or 10⁄8 - 3⁄8 = 7⁄8.
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 6
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Addition - Subtraction
Using place value Taking away
Count in 0.1s, 0.01s, 0.001s, e.g. knowing what 0.001 more than 6.725 is. Use place value to subtract decimals, e.g. 7.782 - 0.08 or 16.263 - 0.2, etc.
Partitioning, e.g. 9.54 + 3.25 as 9 + 3 and Take away multiples of powers of 10, e.g. 132,956 - 400 or
0.5 + 0.2 and 0.04 + 0.05 to get 12.79. 686,109 - 40,000 or 7.823 - 0.5.
Subtracting by counting up Parition or count back, e.g. 3964 - 1051 or 5.72 - 2.01.
10s 1s • 0.1s ¹⁄10 s 0.01s ¹⁄100 s is much less error prone. Subtract near multiples, e.g. 360,078 - 99,998 or 12.831 - 0.99.
9 • 5 4
3 • 2 5 Counting up
Count up to subtract numbers from multiples of 10, 100, 1000, 10,000
Find a difference between two decimal numbers by counting up from the
1 2 • 7 9 smaller to the larger, e.g. 1.2 - 0.87.
0.2 + 0.13 = 0.33
Counting on 0.13 0.2
Add two decimal numbers by adding the ones then the tenths/hundredths
or thousandths, e.g. 6.314 + 3.006 as 6.314 add 3 (9.314) then add
0.006 (9.32). 0.87 1 1.2
Add near multiples of 1, e.g. 6.345 + 0.999 or 5.673 + 0.9.
Using number facts
+1 -0.1 Derived facts from number bonds to 10 and 100, e.g. 0.1 - 0.075
using 75 + 25 = 100 or 5 - 0.65 using 65 + 35 = 100.

5.673 6.573 6.673 Number bonds to £1, £10 and £100,

Count on from large numbers, e.g. 16,375 + 12,003. e.g. £7.00 - £4.37 or £100 - £66.20
Knowledge of number bonds using 20p + 80p = £1 and £67 + £33 = £100.
Using number facts underppins mental strategies.
Number bonds to 1 and to the next multiple of 1,
e.g. 0.63 + 0.37 or 2.355 + 0.645. £100
Add to next ten, e.g. 4.62 + 0.38. 5 £67 £33
4.62 ?
 Addition and subtraction are inverse operations. Right from the start children should be
taught these as related operations. There are four number sentences (two using + and
two using -) which can be written to express the relationship between 4 and 6 and 10.
Year 6
It is key to a good understanding of addition and subtraction that 6 + [] = 10 and
10 - 6 = [] are seen as ways of expressing the same question.

+ Written Addition - Written Subtraction

Compact column addition for adding several Compact column subtraction for large numbers.
large numbers and decimals with up to
two places. Children must be able to do 2 14 7 15
expanded as well as compact - 3 4 6 8 5
Compact column addition with money. to show understanding. 1 6 4 5 8
1 8 2 2 7
£ 1 4. 64 £14 60p 4p
£ 2 8 .7 8 £28 70p 8p
Use counting up subtraction when dealing with money,
+ £1 2 .2 6 + £12 20p 6p
e.g. £100 = £78.56 or £45.23 - £27.57.
11 .1 £1 10p
£ 5 5 .6 8 £55 60p 8p £55.68 44p £21 £21 + 44p = £21.44

£78.56 £79 £100

Adding fractions with unlike denominators,
e.g. ¾ + ⅓ = 1 1⁄12 or 2 ¼ + 1 ⅓ = 3 7⁄12 Use counting up subtraction to subtract decimal numbers,
e.g. 13.1 = 2.37.
¾+⅓ 0.63 10 0.1
= 9⁄12 + 4⁄12
= 13⁄12
= 1 1⁄12 2.37 3 13 13.1
10 + 0.63 + 0.1 = 10.73
Subtracting fractions with unlike denominators,
?
Understanding equivalent
e.g. 1¼ - ⅔
fractions is absolutely key
here. = 5⁄4 - ⅔
= 15⁄12 - 8⁄12
= 7⁄12