Addition Foundation Stage
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.
Stage 1: Count all
Mental: Little Big Maths
Count out the groups, and then find the total by counting all the counters.
3+5=8
Stage 2: Count on from the first number
Mental: Little Big Maths
Verbally ‘say’ the first number, and then use fingers to count on.
Demonstrate on a number line.
3+5=8
To be covered:
Number bonds to 10
Doubles to 5 (Double 1, 2, 3, 4, 5)
Estimating the answer
(Summer 2014 M.Oliver)
Year One
Number and Place Value
Pupils should be taught to:





count to and across 100, forwards and backwards, beginning with 0 or 1, or
from any given number;
count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s
and 10s;
given a number, identify 1 more and 1 less;
identify and represent numbers using objects and pictorial representations
including the number line, and use the language of: equal to, more than, less
than (fewer), most, least;
read and write numbers from 1 to 20 in numerals and words.
Non-Statutory Notes and Guidance:
Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…),
and to indicate a quantity (for example, 3 apples, 2 centimetres), including
solving simple concrete problems, until they are fluent.
Pupils begin to recognise place value in numbers beyond 20 by reading, writing,
counting and comparing numbers up to 100, supported by objects and pictorial
representations.
They practise counting as reciting numbers and counting as enumerating objects,
and counting in 2s, 5s and 10s from different multiples to develop their
recognition of patterns in the number system (for example, odd and even
numbers), including varied and frequent practice through increasingly complex
questions.
They recognise and create repeating patterns with objects and with shapes.
Addition and Subtraction
Pupils should be taught to:




read, write and interpret mathematical statements involving addition (+),
subtraction (−) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including 0
solve one-step problems that involve addition and subtraction, using
concrete objects and pictorial representations, and missing number
problems such as 7 = ? − 9
Non-Statutory Notes and Guidance:
Pupils memorise and reason with number bonds to 10 and 20 in several forms
(for example, 9 + 7 = 16; 16 − 7 = 9; 7 = 16 − 9). They should realise the effect of
adding or subtracting 0. This establishes addition and subtraction as related
operations.
Pupils combine and increase numbers, counting forwards and backwards.
(Summer 2014 M.Oliver)
They discuss and solve problems in familiar practical contexts, including using
quantities. Problems should include the terms: put together, add, altogether,
total, take away, distance between, difference between, more than and less
than, so that pupils develop the concept of addition and subtraction and are
enabled to use these operations flexibly.
Mental and Oral Ideas:






Represent and use number bonds to 20 and related subtraction facts
within 20 e.g. 6 + 4 =10 10 - 6 = 4;
Know addition doubles for all numbers to at least 10;
Know that addition can be reordered e.g. 5+2 = 2+5;
Count forward and backwards in 1s, 2s, 5s and 10s within 100;
Estimate the answer;
Partition two-digit numbers using Deines.
Language:
Equal to Equals
More than Less than Fewer Most Least
Add/addition Take away Subtract/subtraction
Stage 3: Count on from the larger number
Mental: Children decide which number is the largest, verbally ‘say’ this number,
and use fingers to count on. Demonstrate on a number line. Include addition of
one and two digit numbers up to 20, e.g. 9 + 9, and adding three 1-digit numbers.
5+3=8
Written method:
Write the number sentence
Stage 4: Addition on a hundred square
Mental method:
Introduce a hundred square when the second number is
larger than 10.
35 + 23 = 58
Count on 2 tens then 3 ones.
Written method:Write the number sentence.
(Summer 2014 M.Oliver)
Year two
Number and Place Value
Pupils should be taught to:






count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and
backward
recognise the place value of each digit in a two-digit number (10s, 1s)
identify, represent and estimate numbers using different representations,
including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems
Non-Statutory Notes and Guidance:
Using materials and a range of representations, pupils practise counting, reading,
writing and comparing numbers to at least 100 and solving a variety of related
problems to develop fluency. They count in multiples of 3 to support their later
understanding of a third.
As they become more confident with numbers up to 100, pupils are introduced to
larger numbers to develop further their recognition of patterns within the
number system and represent them in different ways, including spatial
representations.
Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and
23 = 10 + 13) to support subtraction. They become fluent and apply their
knowledge of numbers to reason with, discuss and solve problems that emphasise
the value of each digit in two-digit numbers. They begin to understand 0 as a
place holder.
Addition and Subtraction
Pupils should be taught to:
solve problems with addition and subtraction:
using concrete objects and pictorial representations, including those
involving numbers, quantities and measures
 applying their increasing knowledge of mental and written methods
 recall and use addition and subtraction facts to 20 fluently, and derive and
use related facts up to 100
 add and subtract numbers using concrete objects, pictorial representations,
and mentally, including:
 a two-digit number and 1s
 a two-digit number and 10s
 2 two-digit numbers
 adding 3 one-digit numbers
 show that addition of 2 numbers can be done in any order (commutative) and
subtraction of 1 number from another cannot


(Summer 2014 M.Oliver)

recognise and use the inverse relationship between addition and subtraction
and use this to check calculations and solve missing number problems
Non-Statutory Notes and Guidance:
Pupils extend their understanding of the language of addition and subtraction to
include sum and difference.
Pupils practise addition and subtraction to 20 to become increasingly fluent in
deriving facts such as using 3 + 7 = 10; 10 − 7 = 3 and 7 = 10 − 3 to calculate 30 +
70 = 100; 100 − 70 = 30 and 70 = 100 − 30. They check their calculations,
including by adding to check subtraction and adding numbers in a different
order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This
establishes commutativity and associativity of addition.
Recording addition and subtraction in columns supports place value and prepares
for formal written methods with larger numbers.
Language:
Place value
Take away Minus Subtract Fewer than Less than/Least Difference
How many left/now
Equals
Greater than Plus Add
Stage 5: Counting on using a number line (inc 2 digit + 1 digit, 2 digit
+ 10s, 2 digit + 2 digit, 1 digit + 1 digit + 1 digit).
Mental: Partitioning- adding the tens and ones separately.
Written method:
Steps in addition can be recorded on a number line. The steps often
bridge through a multiple of 10.
35+20=55
35 + 23 = 58
Use inverse to check calculations (e.g. 58-23=35) and solve missing
number problems.
(Summer 2014 M.Oliver)
Year 3
Number and Place Value
Pupils should be taught to:






count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than
a given number
recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
compare and order numbers up to 1,000
identify, represent and estimate numbers using different representations
read and write numbers up to 1,000 in numerals and in words
solve number problems and practical problems involving these ideas
Non-Statutory Notes and Guidance:
Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.
They use larger numbers to at least 1,000, applying partitioning related to place
value using varied and increasingly complex problems, building on work in year 2
(for example, 146 = 100 + 40 + 6, 146 = 130 +16).
Using a variety of representations, including those related to measure, pupils
continue to count in 1s, 10s and 100s, so that they become fluent in the order
and place value of numbers to 1,000.
Addition and Subtraction
Pupils should be taught to:
add and subtract numbers mentally, including:
 a three-digit number and 1s
 a three-digit number and 10s
 a three-digit number and 100s
 add and subtract numbers with up to 3 digits, using formal written methods
of columnar addition and subtraction
 estimate the answer to a calculation and use inverse operations to check
answers
 solve problems, including missing number problems, using number facts, place
value, and more complex addition and subtraction

Non-Statutory Notes and Guidance:
Pupils practise solving varied addition and subtraction questions. For mental
calculations with two-digit numbers, the answers could exceed 100.
Pupils use their understanding of place value and partitioning, and practise using
columnar addition and subtraction with increasingly large numbers up to 3 digits
to become fluent.
(Summer 2014 M.Oliver)
Language:
Take away Subtract Minus Least Difference between How many left/now
Less than/more than/greater than Greater/fewer
Equals
Add Plus
Stage 6: Partitioning
Mental method:
Step 1: Add the tens then the ones to form partial sums.
Step 2: Add the partial sums.
Written method:
Record steps in addition using partitioning.
18 + 15= 33
10+10= 20
8+5= 13
20 + 13= 33
Stage 7: Expanded method of column addition
Mental: Children place numbers in columns, drawing on their
understanding of place value.
Written method: Expanded column method.
This expanded method leads children to the more compact method so that they
understand its structure and efficiency. The time spent teaching the expanded
method will depend on how secure the children are in their recall of number
facts and their understanding of place value.
124 + 178
124
+178
12
90
200
302
(4 + 8)
(20 + 70)
(100 + 100)
(Summer 2014 M.Oliver)
Stage 8: Column method (up to 3 digits) without carrying
Reinforce place value of digits as this is demonstrated (e.g. not 5 + 2 but
5 tens + 2 tens). Use practical equipment and pictorial representations to
aid understanding.
253
+ 326
579
Stage 9: Column method (up to 3 digits) involving carrying
Once chn have a secure understanding of how column method works,
including the place value of numbers within the column, they can be moved
on to adding which involves carrying numbers.
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
Remember to: estimate the answer to a problem first then use the
inverse operation to check.
(Summer 2014 M.Oliver)
Year 4
Number and Place Value
Pupils should be taught to:
 count in multiples of 6, 7, 9, 25 and 1,000
 find 1,000 more or less than a given number
 count backwards through 0 to include negative numbers
 recognise the place value of each digit in a four-digit number (1,000s, 100s,
10s, and 1s)
 order and compare numbers beyond 1,000
 identify, represent and estimate numbers using different representations
 round any number to the nearest 10, 100 or 1,000
 solve number and practical problems that involve all of the above and with
increasingly large positive numbers
 read Roman numerals to 100 (I to C) and know that over time, the numeral
system changed to include the concept of 0 and place value
Non-Statutory Notes and Guidance:
Using a variety of representations, including measures, pupils become fluent in
the order and place value of numbers beyond 1,000, including counting in 10s and
100s, and maintaining fluency in other multiples through varied and frequent
practice.
They begin to extend their knowledge of the number system to include the
decimal numbers and fractions that they have met so far.
They connect estimation and rounding numbers to the use of measuring
instruments.
Roman numerals should be put in their historical context so pupils understand
that there have been different ways to write whole numbers and that the
important concepts of 0 and place value were introduced over a period of time.
Addition and Subtraction
Pupils should be taught to:



add and subtract numbers with up to 4 digits using the formal written
methods of columnar addition and subtraction where appropriate
estimate and use inverse operations to check answers to a calculation
solve addition and subtraction two-step problems in contexts, deciding which
operations and methods to use and why
Non-Statutory Notes and Guidance:
Pupils continue to practise both mental methods and columnar addition and
subtraction with increasingly large numbers to aid fluency
(Summer 2014 M.Oliver)
Language:
Take away
Subtract
Equals
Less than/more than/greater than
Decrease
Fewer
Minus
Least
How many left/now
Difference
Plus
Stage 10: Refined partitioning
Mental method:
Step 1: Keep the largest number whole
Step 2: Add the tens from the smaller number
Step 3: Add the units
35+23=58
35+20=55
55+3=58
Stage 11: Column method (up to 4 digits) involving carrying
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
2485
+4816
7301
1
1
1
(Summer 2014 M.Oliver)
Year 5
Number and Place Value
Pupils should be taught to:
 read, write, order and compare numbers to at least 1,000,000 and determine
the value of each digit
 count forwards or backwards in steps of powers of 10 for any given number
up to 1,000,000
 interpret negative numbers in context, count forwards and backwards with
positive and negative whole numbers, including through 0
 round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and
100,000
 solve number problems and practical problems that involve all of the above
 read Roman numerals to 1,000 (M) and recognise years written in Roman
numerals
Non-Statutory Notes and Guidance:
Pupils identify the place value in large whole numbers.
They continue to use number in context, including measurement. Pupils extend
and apply their understanding of the number system to the decimal numbers and
fractions that they have met so far.
They should recognise and describe linear number sequences (for example, 3, 3
, 4, 4
…), including those involving fractions and decimals, and find the term-
to-term rule in words (for example, add
).
Addition and Subtraction
Pupils should be taught to:
 add and subtract whole numbers with more than 4 digits, including using
formal written methods (columnar addition and subtraction)
 add and subtract numbers mentally with increasingly large numbers
 use rounding to check answers to calculations and determine, in the context
of a problem, levels of accuracy
 solve addition and subtraction multi-step problems in contexts, deciding
which operations and methods to use and why
Non-Statutory Notes and Guidance:
Pupils practise using the formal written methods of columnar addition and
subtraction with increasingly large numbers to aid fluency.
They practise mental calculations with increasingly large numbers to aid fluency
(for example, 12,462 – 2,300 = 10,162).
(Summer 2014 M.Oliver)
Language:
Take away
Subtract
Equals
Decrease
Less than/ more than/ greater than
Fewer
Minus
Least
How many left/now
Difference
Plus
Altogether
Total
Stage 12: Column method (more than 4 digits) involving carrying
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
15362+
23456
38818
1
Remember to: use rounding to check answers to calculations and
determine, in the context of a problem, levels of accuracy.
Give problems for chn to solve which require them to decide which
operation to use as well as which (mental or written) method would be
most appropriate.
(Summer 2014 M.Oliver)
Year 6
Number and Place Value
Pupils should be taught to:
 read, write, order and compare numbers up to 10,000,000 and determine the
value of each digit
 round any whole number to a required degree of accuracy
 use negative numbers in context, and calculate intervals across 0
 solve number and practical problems that involve all of the above
Non-Statutory Notes and Guidance:
Pupils use the whole number system, including saying, reading and writing
numbers accurately.
Addition, Subtraction, Multiplication and Division
Pupils should be taught to:
 multiply multi-digit numbers up to 4 digits by a two-digit whole number using
the formal written method of long multiplication
 divide numbers up to 4 digits by a two-digit whole number using the formal
written method of long division, and interpret remainders as whole number
remainders, fractions, or by rounding, as appropriate for the context
 divide numbers up to 4 digits by a two-digit number using the formal written
method of short division where appropriate, interpreting remainders
according to the context
 perform mental calculations, including with mixed operations and large
numbers
 identify common factors, common multiples and prime numbers
 use their knowledge of the order of operations to carry out calculations
involving the 4 operations
 solve addition and subtraction multi-step problems in contexts, deciding
which operations and methods to use and why
 solve problems involving addition, subtraction, multiplication and division
 use estimation to check answers to calculations and determine, in the context
of a problem, an appropriate degree of accuracy
Non-Statutory Notes and Guidance:
Pupils practise addition, subtraction, multiplication and division for larger
numbers, using the formal written methods of columnar addition and
subtraction, short and long multiplication, and short and long division.
They undertake mental calculations with increasingly large numbers and more
complex calculations.
Pupils continue to use all the multiplication tables to calculate mathematical
statements in order to maintain their fluency.
Pupils round answers to a specified degree of accuracy, for example, to the
nearest 10, 20, 50, etc, but not to a specified number of significant figures.
Pupils explore the order of operations using brackets; for example, 2 + 1 x 3 = 5
(Summer 2014 M.Oliver)
and (2 + 1) x 3 = 9.
Common factors can be related to finding equivalent fractions.
Stage 13: Column method with decimals
Written method:
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
56.3+
2.6
58.9
Stage 14: Adding and subtracting negative integers
Column addition, including decimals, extended to addition and subtraction
of negative integers.
Addition of negative integers:
5 + (-3)
5-3=2
Stage 15: Applying and practising
Mental: Children should be able to perform mental calculations,
estimating and checking their answers.
In a range of problem-solving contexts requiring the chn to decide which
operation, as well as which method (mental or written), would be most
appropriate.
(Summer 2014 M.Oliver)
Addition Foundation Stage
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.
Stage 1: Count all
Mental: Little Big Maths
Count out the groups, and then find the total by counting all the counters.
3+5=8
Stage 2: Count on from the first number
Mental: Little Big Maths
Verbally ‘say’ the first number, and then use fingers to count on.
Demonstrate on a number line.
3+5=8
To be covered:
Number bonds to 10
Doubles to 5 (Double 1, 2, 3, 4, 5)
Estimating the answer
(Summer 2014 M.Oliver)
Year One
Number and Place Value
Pupils should be taught to:





count to and across 100, forwards and backwards, beginning with 0 or 1, or
from any given number;
count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s
and 10s;
given a number, identify 1 more and 1 less;
identify and represent numbers using objects and pictorial representations
including the number line, and use the language of: equal to, more than, less
than (fewer), most, least;
read and write numbers from 1 to 20 in numerals and words.
Non-Statutory Notes and Guidance:
Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…),
and to indicate a quantity (for example, 3 apples, 2 centimetres), including
solving simple concrete problems, until they are fluent.
Pupils begin to recognise place value in numbers beyond 20 by reading, writing,
counting and comparing numbers up to 100, supported by objects and pictorial
representations.
They practise counting as reciting numbers and counting as enumerating objects,
and counting in 2s, 5s and 10s from different multiples to develop their
recognition of patterns in the number system (for example, odd and even
numbers), including varied and frequent practice through increasingly complex
questions.
They recognise and create repeating patterns with objects and with shapes.
Addition and Subtraction
Pupils should be taught to:




read, write and interpret mathematical statements involving addition (+),
subtraction (−) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including 0
solve one-step problems that involve addition and subtraction, using
concrete objects and pictorial representations, and missing number
problems such as 7 = ? − 9
Non-Statutory Notes and Guidance:
Pupils memorise and reason with number bonds to 10 and 20 in several forms
(for example, 9 + 7 = 16; 16 − 7 = 9; 7 = 16 − 9). They should realise the effect of
adding or subtracting 0. This establishes addition and subtraction as related
operations.
Pupils combine and increase numbers, counting forwards and backwards.
(Summer 2014 M.Oliver)
They discuss and solve problems in familiar practical contexts, including using
quantities. Problems should include the terms: put together, add, altogether,
total, take away, distance between, difference between, more than and less
than, so that pupils develop the concept of addition and subtraction and are
enabled to use these operations flexibly.
Mental and Oral Ideas:






Represent and use number bonds to 20 and related subtraction facts
within 20 e.g. 6 + 4 =10 10 - 6 = 4;
Know addition doubles for all numbers to at least 10;
Know that addition can be reordered e.g. 5+2 = 2+5;
Count forward and backwards in 1s, 2s, 5s and 10s within 100;
Estimate the answer;
Partition two-digit numbers using Deines.
Language:
Equal to Equals
More than Less than Fewer Most Least
Add/addition Take away Subtract/subtraction
Stage 3: Count on from the larger number
Mental: Children decide which number is the largest, verbally ‘say’ this number,
and use fingers to count on. Demonstrate on a number line. Include addition of
one and two digit numbers up to 20, e.g. 9 + 9, and adding three 1-digit numbers.
5+3=8
Written method:
Write the number sentence
Stage 4: Addition on a hundred square
Mental method:
Introduce a hundred square when the second number is
larger than 10.
35 + 23 = 58
Count on 2 tens then 3 ones.
Written method:Write the number sentence.
(Summer 2014 M.Oliver)
Year two
Number and Place Value
Pupils should be taught to:






count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and
backward
recognise the place value of each digit in a two-digit number (10s, 1s)
identify, represent and estimate numbers using different representations,
including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems
Non-Statutory Notes and Guidance:
Using materials and a range of representations, pupils practise counting, reading,
writing and comparing numbers to at least 100 and solving a variety of related
problems to develop fluency. They count in multiples of 3 to support their later
understanding of a third.
As they become more confident with numbers up to 100, pupils are introduced to
larger numbers to develop further their recognition of patterns within the
number system and represent them in different ways, including spatial
representations.
Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and
23 = 10 + 13) to support subtraction. They become fluent and apply their
knowledge of numbers to reason with, discuss and solve problems that emphasise
the value of each digit in two-digit numbers. They begin to understand 0 as a
place holder.
Addition and Subtraction
Pupils should be taught to:
solve problems with addition and subtraction:
using concrete objects and pictorial representations, including those
involving numbers, quantities and measures
 applying their increasing knowledge of mental and written methods
 recall and use addition and subtraction facts to 20 fluently, and derive and
use related facts up to 100
 add and subtract numbers using concrete objects, pictorial representations,
and mentally, including:
 a two-digit number and 1s
 a two-digit number and 10s
 2 two-digit numbers
 adding 3 one-digit numbers
 show that addition of 2 numbers can be done in any order (commutative) and
subtraction of 1 number from another cannot


(Summer 2014 M.Oliver)

recognise and use the inverse relationship between addition and subtraction
and use this to check calculations and solve missing number problems
Non-Statutory Notes and Guidance:
Pupils extend their understanding of the language of addition and subtraction to
include sum and difference.
Pupils practise addition and subtraction to 20 to become increasingly fluent in
deriving facts such as using 3 + 7 = 10; 10 − 7 = 3 and 7 = 10 − 3 to calculate 30 +
70 = 100; 100 − 70 = 30 and 70 = 100 − 30. They check their calculations,
including by adding to check subtraction and adding numbers in a different
order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This
establishes commutativity and associativity of addition.
Recording addition and subtraction in columns supports place value and prepares
for formal written methods with larger numbers.
Language:
Place value
Take away Minus Subtract Fewer than Less than/Least Difference
How many left/now
Equals
Greater than Plus Add
Stage 5: Counting on using a number line (inc 2 digit + 1 digit, 2 digit
+ 10s, 2 digit + 2 digit, 1 digit + 1 digit + 1 digit).
Mental: Partitioning- adding the tens and ones separately.
Written method:
Steps in addition can be recorded on a number line. The steps often
bridge through a multiple of 10.
35+20=55
35 + 23 = 58
Use inverse to check calculations (e.g. 58-23=35) and solve missing
number problems.
(Summer 2014 M.Oliver)
Year 3
Number and Place Value
Pupils should be taught to:






count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than
a given number
recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
compare and order numbers up to 1,000
identify, represent and estimate numbers using different representations
read and write numbers up to 1,000 in numerals and in words
solve number problems and practical problems involving these ideas
Non-Statutory Notes and Guidance:
Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.
They use larger numbers to at least 1,000, applying partitioning related to place
value using varied and increasingly complex problems, building on work in year 2
(for example, 146 = 100 + 40 + 6, 146 = 130 +16).
Using a variety of representations, including those related to measure, pupils
continue to count in 1s, 10s and 100s, so that they become fluent in the order
and place value of numbers to 1,000.
Addition and Subtraction
Pupils should be taught to:
add and subtract numbers mentally, including:
 a three-digit number and 1s
 a three-digit number and 10s
 a three-digit number and 100s
 add and subtract numbers with up to 3 digits, using formal written methods
of columnar addition and subtraction
 estimate the answer to a calculation and use inverse operations to check
answers
 solve problems, including missing number problems, using number facts, place
value, and more complex addition and subtraction

Non-Statutory Notes and Guidance:
Pupils practise solving varied addition and subtraction questions. For mental
calculations with two-digit numbers, the answers could exceed 100.
Pupils use their understanding of place value and partitioning, and practise using
columnar addition and subtraction with increasingly large numbers up to 3 digits
to become fluent.
(Summer 2014 M.Oliver)
Language:
Take away Subtract Minus Least Difference between How many left/now
Less than/more than/greater than Greater/fewer
Equals
Add Plus
Stage 6: Partitioning
Mental method:
Step 1: Add the tens then the ones to form partial sums.
Step 2: Add the partial sums.
Written method:
Record steps in addition using partitioning.
18 + 15= 33
10+10= 20
8+5= 13
20 + 13= 33
Stage 7: Expanded method of column addition
Mental: Children place numbers in columns, drawing on their
understanding of place value.
Written method: Expanded column method.
This expanded method leads children to the more compact method so that they
understand its structure and efficiency. The time spent teaching the expanded
method will depend on how secure the children are in their recall of number
facts and their understanding of place value.
124 + 178
124
+178
12
90
200
302
(4 + 8)
(20 + 70)
(100 + 100)
(Summer 2014 M.Oliver)
Stage 8: Column method (up to 3 digits) without carrying
Reinforce place value of digits as this is demonstrated (e.g. not 5 + 2 but
5 tens + 2 tens). Use practical equipment and pictorial representations to
aid understanding.
253
+ 326
579
Stage 9: Column method (up to 3 digits) involving carrying
Once chn have a secure understanding of how column method works,
including the place value of numbers within the column, they can be moved
on to adding which involves carrying numbers.
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
Remember to: estimate the answer to a problem first then use the
inverse operation to check.
(Summer 2014 M.Oliver)
Year 4
Number and Place Value
Pupils should be taught to:
 count in multiples of 6, 7, 9, 25 and 1,000
 find 1,000 more or less than a given number
 count backwards through 0 to include negative numbers
 recognise the place value of each digit in a four-digit number (1,000s, 100s,
10s, and 1s)
 order and compare numbers beyond 1,000
 identify, represent and estimate numbers using different representations
 round any number to the nearest 10, 100 or 1,000
 solve number and practical problems that involve all of the above and with
increasingly large positive numbers
 read Roman numerals to 100 (I to C) and know that over time, the numeral
system changed to include the concept of 0 and place value
Non-Statutory Notes and Guidance:
Using a variety of representations, including measures, pupils become fluent in
the order and place value of numbers beyond 1,000, including counting in 10s and
100s, and maintaining fluency in other multiples through varied and frequent
practice.
They begin to extend their knowledge of the number system to include the
decimal numbers and fractions that they have met so far.
They connect estimation and rounding numbers to the use of measuring
instruments.
Roman numerals should be put in their historical context so pupils understand
that there have been different ways to write whole numbers and that the
important concepts of 0 and place value were introduced over a period of time.
Addition and Subtraction
Pupils should be taught to:



add and subtract numbers with up to 4 digits using the formal written
methods of columnar addition and subtraction where appropriate
estimate and use inverse operations to check answers to a calculation
solve addition and subtraction two-step problems in contexts, deciding which
operations and methods to use and why
Non-Statutory Notes and Guidance:
Pupils continue to practise both mental methods and columnar addition and
subtraction with increasingly large numbers to aid fluency
(Summer 2014 M.Oliver)
Language:
Take away
Subtract
Equals
Less than/more than/greater than
Decrease
Fewer
Minus
Least
How many left/now
Difference
Plus
Stage 10: Refined partitioning
Mental method:
Step 1: Keep the largest number whole
Step 2: Add the tens from the smaller number
Step 3: Add the units
35+23=58
35+20=55
55+3=58
Stage 11: Column method (up to 4 digits) involving carrying
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
2485
+4816
7301
1
1
1
(Summer 2014 M.Oliver)
Year 5
Number and Place Value
Pupils should be taught to:
 read, write, order and compare numbers to at least 1,000,000 and determine
the value of each digit
 count forwards or backwards in steps of powers of 10 for any given number
up to 1,000,000
 interpret negative numbers in context, count forwards and backwards with
positive and negative whole numbers, including through 0
 round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and
100,000
 solve number problems and practical problems that involve all of the above
 read Roman numerals to 1,000 (M) and recognise years written in Roman
numerals
Non-Statutory Notes and Guidance:
Pupils identify the place value in large whole numbers.
They continue to use number in context, including measurement. Pupils extend
and apply their understanding of the number system to the decimal numbers and
fractions that they have met so far.
They should recognise and describe linear number sequences (for example, 3, 3
, 4, 4
…), including those involving fractions and decimals, and find the term-
to-term rule in words (for example, add
).
Addition and Subtraction
Pupils should be taught to:
 add and subtract whole numbers with more than 4 digits, including using
formal written methods (columnar addition and subtraction)
 add and subtract numbers mentally with increasingly large numbers
 use rounding to check answers to calculations and determine, in the context
of a problem, levels of accuracy
 solve addition and subtraction multi-step problems in contexts, deciding
which operations and methods to use and why
Non-Statutory Notes and Guidance:
Pupils practise using the formal written methods of columnar addition and
subtraction with increasingly large numbers to aid fluency.
They practise mental calculations with increasingly large numbers to aid fluency
(for example, 12,462 – 2,300 = 10,162).
(Summer 2014 M.Oliver)
Language:
Take away
Subtract
Equals
Decrease
Less than/ more than/ greater than
Fewer
Minus
Least
How many left/now
Difference
Plus
Altogether
Total
Stage 12: Column method (more than 4 digits) involving carrying
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
15362+
23456
38818
1
Remember to: use rounding to check answers to calculations and
determine, in the context of a problem, levels of accuracy.
Give problems for chn to solve which require them to decide which
operation to use as well as which (mental or written) method would be
most appropriate.
(Summer 2014 M.Oliver)
Year 6
Number and Place Value
Pupils should be taught to:
 read, write, order and compare numbers up to 10,000,000 and determine the
value of each digit
 round any whole number to a required degree of accuracy
 use negative numbers in context, and calculate intervals across 0
 solve number and practical problems that involve all of the above
Non-Statutory Notes and Guidance:
Pupils use the whole number system, including saying, reading and writing
numbers accurately.
Addition, Subtraction, Multiplication and Division
Pupils should be taught to:
 multiply multi-digit numbers up to 4 digits by a two-digit whole number using
the formal written method of long multiplication
 divide numbers up to 4 digits by a two-digit whole number using the formal
written method of long division, and interpret remainders as whole number
remainders, fractions, or by rounding, as appropriate for the context
 divide numbers up to 4 digits by a two-digit number using the formal written
method of short division where appropriate, interpreting remainders
according to the context
 perform mental calculations, including with mixed operations and large
numbers
 identify common factors, common multiples and prime numbers
 use their knowledge of the order of operations to carry out calculations
involving the 4 operations
 solve addition and subtraction multi-step problems in contexts, deciding
which operations and methods to use and why
 solve problems involving addition, subtraction, multiplication and division
 use estimation to check answers to calculations and determine, in the context
of a problem, an appropriate degree of accuracy
Non-Statutory Notes and Guidance:
Pupils practise addition, subtraction, multiplication and division for larger
numbers, using the formal written methods of columnar addition and
subtraction, short and long multiplication, and short and long division.
They undertake mental calculations with increasingly large numbers and more
complex calculations.
Pupils continue to use all the multiplication tables to calculate mathematical
statements in order to maintain their fluency.
Pupils round answers to a specified degree of accuracy, for example, to the
nearest 10, 20, 50, etc, but not to a specified number of significant figures.
Pupils explore the order of operations using brackets; for example, 2 + 1 x 3 = 5
(Summer 2014 M.Oliver)
and (2 + 1) x 3 = 9.
Common factors can be related to finding equivalent fractions.
Stage 13: Column method with decimals
Written method:
Carried digits are recorded on the line, using the words: ‘carry ten’ or
‘carry one hundred’, not ‘carry one’.
56.3+
2.6
58.9
Stage 14: Adding and subtracting negative integers
Column addition, including decimals, extended to addition and subtraction
of negative integers.
Addition of negative integers:
5 + (-3)
5-3=2
Stage 15: Applying and practising
Mental: Children should be able to perform mental calculations,
estimating and checking their answers.
In a range of problem-solving contexts requiring the chn to decide which
operation, as well as which method (mental or written), would be most
appropriate.
(Summer 2014 M.Oliver)
Multiplication
Foundation Stage
Stage 1: Counting in 2s (forwards progressing to backwards and from
different starting points). Doubling.
Stage 2: Group objects (lots of the ‘same thing’)
Year 1
Multiplication and Division
Pupils should be taught to:
 Solve one-step problems involving multiplication and division, by
calculating the answer using concrete objects, pictorial
representations and arrays with the support of the teacher;

Group and share small quantities;

Understand multiplication as doubling and division as halving;

Find simple fractions of objects, numbers and quantities;

Use an array and link it to a number pattern and counting in 2s, 5s
and 10s.
(Summer 2014 M.Oliver)
Mental and Oral Ideas:
 Know doubles of all numbers to 10;

Know odd and even numbers to 20;

Know multiplication facts for 10 times tables and corresponding
division facts.
Language:
Double
Half
Group
Share
Multiply
Times
Divide
Counting in 2s, 5s and 10s backwards and forwards from different
starting points.
Stage 3: Repeated addition (demonstrate using bead bars/strings,
number lines and then fingers)
Stage 4: Arrays of objects.
Demonstrate repeated addition underneath and move on to recording as a
multiplication. Numicon to support this.
(Summer 2014 M.Oliver)
Year 2
Multiplication and Division
Pupils should be taught to:
 recall and use multiplication and division facts for the 2, 5 and 10
multiplication tables, including recognising odd and even numbers
 calculate mathematical statements for multiplication and division
within the multiplication tables and write them using the multiplication
(×), division (÷) and equals (=) signs
 show that multiplication of 2 numbers can be done in any order
(commutative) and division of 1 number by another cannot
 solve problems involving multiplication and division, using materials,
arrays, repeated addition, mental methods, and multiplication and
division facts, including problems in contexts
Non-Statutory Notes and Guidance:
Pupils use a variety of language to describe multiplication and division.
Pupils are introduced to the multiplication tables. They practise to
become fluent in the 2, 5 and 10 multiplication tables and connect them to
each other. They connect the 10 multiplication table to place value, and
(Summer 2014 M.Oliver)
the 5 multiplication table to the divisions on the clock face. They begin to
use other multiplication tables and recall multiplication facts, including
using related division facts to perform written and mental calculations.
Pupils work with a range of materials and contexts in which multiplication
and division relate to grouping and sharing discrete and continuous
quantities, to arrays and to repeated addition. They begin to relate these
to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40).
They use commutativity and inverse relations to develop multiplicative
reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4).
Stage 5: Rectangular arrays with commutative law demonstrated e.g. 4
x 3 and 3 x 4. Demonstrate first with rings around groups already, then
move on to arrays without rings for children to group independently.
Year 3
Multiplication and Division
Pupils should be taught to:
 recall and use multiplication and division facts for the 3, 4, 6 and 8
multiplication tables
 write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know, including for
two-digit numbers times one-digit numbers, using mental and
progressing to formal written methods
 solve problems, including missing number problems, involving
multiplication and division, including positive integer scaling problems
and correspondence problems in which n objects are connected to m
objects
Non-Statutory Notes and Guidance:
Pupils continue to practise their mental recall of multiplication tables
when they are calculating mathematical statements in order to improve
fluency. Through doubling, they connect the 2, 4 and 8 multiplication
tables.
Pupils develop efficient mental methods, for example, using commutativity
and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and
multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2
(Summer 2014 M.Oliver)
and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 =
60 ÷ 3).
Pupils develop reliable written methods for multiplication and division,
starting with calculations of two-digit numbers by one-digit numbers and
progressing to the formal written methods of short multiplication and
division.
Pupils solve simple problems in contexts, deciding which of the 4
operations to use and why. These include measuring and scaling contexts,
(for example 4 times as high, 8 times as long etc) and correspondence
problems in which m objects are connected to n objects (for example, 3
hats and 4 coats, how many different outfits?; 12 sweets shared equally
between 4 children; 4 cakes shared equally between 8 children).
Stage 6: Distributive property of multiplication. Using larger arrays,
children to use multiplication they already know to group into chunks and
then work out the total. E.g.
Stage 7: Partitioning (of TU x U)
E.g. 13 x 3=
10 x 3 =30
3x3=9
13 x 3 = 39
Stage 8: Grid method (2digit x 1 digit).
Building on from children splitting arrays into chunks, lines to be drawn
on the array to demonstrate how to present grid method. The array
should then be removed to reveal the grid. Children should then construct
their own grid using a blank array.
(Summer 2014 M.Oliver)
100 + 80 = 180
Year 4
Multiplication and Division
Pupils should be taught to:
 recall multiplication and division facts for multiplication tables up to
12 × 12
 use place value, known and derived facts to multiply and divide
mentally, including: multiplying by 0 and 1; dividing by 1; multiplying
together 3 numbers
 recognise and use factor pairs and commutativity in mental calculations
 multiply two-digit and three-digit numbers by a one-digit number using
formal written layout
 solve problems involving multiplying and adding, including using the
distributive law to multiply two-digit numbers by 1 digit, integer scaling
problems and harder correspondence problems such as n objects are
connected to m objects
Non-Statutory Notes and Guidance:
Pupils continue to practise recalling and using multiplication tables and
related division facts to aid fluency.
Pupils practise mental methods and extend this to 3-digit numbers to
derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6).
Pupils practise to become fluent in the formal written method of short
multiplication and short division with exact answers.
Pupils write statements about the equality of expressions (for example,
use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3)
× 4 = 2 × (3 × 4)). They combine their knowledge of number facts and
rules of arithmetic to solve mental and written calculations for example,
2 x 6 x 5 = 10 x 6 = 60.
(Summer 2014 M.Oliver)
Pupils solve two-step problems in contexts, choosing the appropriate
operation, working with increasingly harder numbers. This should include
correspondence questions such as the numbers of choices of a meal on a
menu, or 3 cakes shared equally between 10 children.
Stage 9: Grid method (2 digit number x 2 digit number).
Again demonstrate how the grid can be removed from the array to leave
the grid. Children should then construct their own grid using a blank
array. Build up to multiplying two by three digit numbers. This can be
developed so that children can use a
blank array for compensating. (N.B. Chn
to add numbers according to their stage
within addition policy).
To challenge more able:
Using a blank array
for compensating
(Summer 2014 M.Oliver)
Using a blank array
Stage 10: Expanded method of column multiplication
E.g. 12 x 3. (Working from units to tens and then including three digit
numbers).
Stage 11: Short method of column multiplication (multiplying 2 and 3
digit numbers by a unit) without carrying.
12 x 3
Year 5
Multiplication and Division
Pupils should be taught to:



identify multiples and factors, including finding all factor pairs of a
number, and common factors of 2 numbers
know and use the vocabulary of prime numbers, prime factors and
composite (non-prime) numbers
establish whether a number up to 100 is prime and recall prime
numbers up to 19
(Summer 2014 M.Oliver)








multiply numbers up to 4 digits by a one- or two-digit number using a
formal written method, including long multiplication for two-digit
numbers
multiply and divide numbers mentally, drawing upon known facts
divide numbers up to 4 digits by a one-digit number using the formal
written method of short division and interpret remainders
appropriately for the context
multiply and divide whole numbers and those involving decimals by
10, 100 and 1,000
recognise and use square numbers and cube numbers, and the
notation for squared (²) and cubed (³)
solve problems involving multiplication and division, including using their
knowledge of factors and multiples, squares and cubes
solve problems involving addition, subtraction, multiplication and
division and a combination of these, including understanding the
meaning of the equals sign
solve problems involving multiplication and division, including scaling by
simple fractions and problems involving simple rates
Non-Statutory Notes and Guidance:
Pupils practise and extend their use of the formal written methods of
short multiplication and short division. They apply all the multiplication
tables and related division facts frequently, commit them to memory and
use them confidently to make larger calculations.
They use and understand the terms factor, multiple and prime, square and
cube numbers.
Pupils interpret non-integer answers to division by expressing results in
different ways according to the context, including with remainders, as
fractions, as decimals or by rounding (for example, 98 ÷ 4 =
24
= 24 r 2 =
= 24.5 ≈ 25).
Pupils use multiplication and division as inverses to support the
introduction of ratio in year 6, for example, by multiplying and dividing by
powers of 10 in scale drawings or by multiplying and dividing by powers of
a 1,000 in converting between units such as kilometres and metres.
Distributivity can be expressed as a(b + c) = ab + ac.
They understand the terms factor, multiple and prime, square and cube
numbers and use them to construct equivalence statements (for example,
4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 9² x 10).
(Summer 2014 M.Oliver)
Pupils use and explain the equals sign to indicate equivalence, including in
missing number problems (for example 13 + 24 = 12 + 25; 33 = 5 x ?).
Stage 12: Short method of column multiplication (multiplying up to 4
digit numbers by a unit) involving carrying.
38 x 7= 266
38
 7
266
5
Stage 13: Long method of column multiplication (up to 4 digit numbers
x 2 digit numbers). Ensure language used when teaching this method
promotes understanding. E.g. we don’t ‘add a 0’ to the second line, we put
the 0 there to show we are multiplying by a ten and not a unit. This 0
holds the place value.
Year 6
Addition, Subtraction, Multiplication and Division
Pupils should be taught to:
 multiply multi-digit numbers up to 4 digits by a two-digit whole number
using the formal written method of long multiplication
(Summer 2014 M.Oliver)








divide numbers up to 4 digits by a two-digit whole number using the
formal written method of long division, and interpret remainders as
whole number remainders, fractions, or by rounding, as appropriate for
the context
divide numbers up to 4 digits by a two-digit number using the formal
written method of short division where appropriate, interpreting
remainders according to the context
perform mental calculations, including with mixed operations and large
numbers
identify common factors, common multiples and prime numbers
use their knowledge of the order of operations to carry out
calculations involving the 4 operations
solve addition and subtraction multi-step problems in contexts,
deciding which operations and methods to use and why
solve problems involving addition, subtraction, multiplication and
division
use estimation to check answers to calculations and determine, in the
context of a problem, an appropriate degree of accuracy
Non-Statutory Notes and Guidance:
Pupils practise addition, subtraction, multiplication and division for larger
numbers, using the formal written methods of columnar addition and
subtraction, short and long multiplication, and short and long division.
They undertake mental calculations with increasingly large numbers and
more complex calculations.
Pupils continue to use all the multiplication tables to calculate
mathematical statements in order to maintain their fluency.
Pupils round answers to a specified degree of accuracy, for example, to
the nearest 10, 20, 50, etc, but not to a specified number of significant
figures.
Pupils explore the order of operations using brackets; for example, 2 + 1
x 3 = 5 and (2 + 1) x 3 = 9.
Common factors can be related to finding equivalent fractions.
(Summer 2014 M.Oliver)
Division
Foundation Stage
Stage 1: Sharing and grouping even numbers practically. E.g. halving
number of objects, sharing into piles. (Teddies & hoops).
Stage 2: Grouping practically with remainders. (The calculation would not
be shown to chn, the objects would be practically shared or grouped.
Year 1
Multiplication and Division
Pupils should be taught to:
 Solve one-step problems involving multiplication and division, by
calculating the answer using concrete objects, pictorial
representations and arrays with the support of the teacher;
(Summer 2014 M.Oliver)

Group and share small quantities;

Understand multiplication as doubling and division as halving;

Find simple fractions of objects, numbers and quantities;

Use an array and link it to a number pattern and counting in 2s, 5s
and 10s.
Mental and Oral Ideas:
 Know doubles of all numbers to 10;

Know odd and even numbers to 20;

Know multiplication facts for 10 times tables and corresponding
division facts.
Language:
Double Half
Share Group Divide
Multiply Times
Stage 3: Array of objects. (Demonstrate using pictures of objects
and Numicon).
E.g. marbles array.
Year 2
Multiplication and Division
Pupils should be taught to:
 recall and use multiplication and division facts for the 2, 5 and 10
multiplication tables, including recognising odd and even numbers
 calculate mathematical statements for multiplication and division
within the multiplication tables and write them using the multiplication
(×), division (÷) and equals (=) signs
(Summer 2014 M.Oliver)


show that multiplication of 2 numbers can be done in any order
(commutative) and division of 1 number by another cannot
solve problems involving multiplication and division, using materials,
arrays, repeated addition, mental methods, and multiplication and
division facts, including problems in contexts
Non-Statutory Notes and Guidance:
Pupils use a variety of language to describe multiplication and division.
Pupils are introduced to the multiplication tables. They practise to
become fluent in the 2, 5 and 10 multiplication tables and connect them to
each other. They connect the 10 multiplication table to place value, and
the 5 multiplication table to the divisions on the clock face. They begin to
use other multiplication tables and recall multiplication facts, including
using related division facts to perform written and mental calculations.
Pupils work with a range of materials and contexts in which multiplication
and division relate to grouping and sharing discrete and continuous
quantities, to arrays and to repeated addition. They begin to relate these
to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40).
They use commutativity and inverse relations to develop multiplicative
reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4).
Stage 4: Rectangular arrays demonstrate both possibilities e.g. 12 ÷ 3
and 12 ÷ 4 . Demonstrate first with rings and write calculation, then
without rings for children to group independently.
(Summer 2014 M.Oliver)
Stage 5: Division as an inverse operation
Year 3
Multiplication and Division
Pupils should be taught to:
 recall and use multiplication and division facts for the 3, 4, 6 and 8
multiplication tables
 write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know, including for
two-digit numbers times one-digit numbers, using mental and
progressing to formal written methods
 solve problems, including missing number problems, involving
multiplication and division, including positive integer scaling problems
and correspondence problems in which n objects are connected to m
objects
Non-Statutory Notes and Guidance:
Pupils continue to practise their mental recall of multiplication tables
when they are calculating mathematical statements in order to improve
fluency. Through doubling, they connect the 2, 4 and 8 multiplication
tables.
Pupils develop efficient mental methods, for example, using commutativity
and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and
multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2
and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 =
(Summer 2014 M.Oliver)
60 ÷ 3).
Pupils develop reliable written methods for multiplication and division,
starting with calculations of two-digit numbers by one-digit numbers and
progressing to the formal written methods of short multiplication and
division.
Pupils solve simple problems in contexts, deciding which of the 4
operations to use and why. These include measuring and scaling contexts,
(for example 4 times as high, 8 times as long etc) and correspondence
problems in which m objects are connected to n objects (for example, 3
hats and 4 coats, how many different outfits?; 12 sweets shared equally
between 4 children; 4 cakes shared equally between 8 children).
Stage 6: Partitioning using multiplication and division facts.
60 ÷ 3= 20
Use knowledge of 6 ÷ 3 = 2
36 ÷ 4 = 9
Use knowledge of 9 x 4= 36
80 ÷ 5= 16
Use knowledge of:
50 + 30= 80
10 x 5= 50 and 6 x 5 = 30
Stage 7: Distributive property.
Children chunk array into manageable groups and record different ways
of partitioning numbers. The array should then be removed to reveal the
chunking grid.
(Summer 2014 M.Oliver)
Year 4
Multiplication and Division
Pupils should be taught to:
 recall multiplication and division facts for multiplication tables up to
12 × 12
 use place value, known and derived facts to multiply and divide
mentally, including: multiplying by 0 and 1; dividing by 1; multiplying
together 3 numbers
 recognise and use factor pairs and commutativity in mental calculations
 multiply two-digit and three-digit numbers by a one-digit number using
formal written layout
 solve problems involving multiplying and adding, including using the
distributive law to multiply two-digit numbers by 1 digit, integer scaling
problems and harder correspondence problems such as n objects are
connected to m objects
Non-Statutory Notes and Guidance:
Pupils continue to practise recalling and using multiplication tables and
related division facts to aid fluency.
Pupils practise mental methods and extend this to 3-digit numbers to
derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6).
Pupils practise to become fluent in the formal written method of short
multiplication and short division with exact answers.
Pupils write statements about the equality of expressions (for example,
use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3)
× 4 = 2 × (3 × 4)). They combine their knowledge of number facts and
rules of arithmetic to solve mental and written calculations for example,
2 x 6 x 5 = 10 x 6 = 60.
Pupils solve two-step problems in contexts, choosing the appropriate
operation, working with increasingly harder numbers. This should include
correspondence questions such as the numbers of choices of a meal on a
menu, or 3 cakes shared equally between 10 children.
(Summer 2014 M.Oliver)
Stage 8: Complimentary Multiplication
Instead of subtracting chunks, children use knowledge of doubling,
halving, multiplying by ten and multiplication tables to add chunks to the
starting number. As with subtractive chunking, the confidence/ability of
each child will determine the size of the chunks, but in this case children
will be using the less difficult operation of adding.
E.g. 178 ÷ 8
Stage 9: Array leading to short division.
E.g. 56 ÷ 7
(Summer 2014 M.Oliver)
Stage 10: Short division without remainders.
Year 5
Multiplication and Division
Pupils should be taught to:
 identify multiples and factors, including finding all factor pairs of a
number, and common factors of 2 numbers
 know and use the vocabulary of prime numbers, prime factors and
composite (non-prime) numbers
 establish whether a number up to 100 is prime and recall prime
numbers up to 19
 multiply numbers up to 4 digits by a one- or two-digit number using a
formal written method, including long multiplication for two-digit
numbers
 multiply and divide numbers mentally, drawing upon known facts
(Summer 2014 M.Oliver)






divide numbers up to 4 digits by a one-digit number using the formal
written method of short division and interpret remainders
appropriately for the context
multiply and divide whole numbers and those involving decimals by
10, 100 and 1,000
recognise and use square numbers and cube numbers, and the
notation for squared (²) and cubed (³)
solve problems involving multiplication and division, including using their
knowledge of factors and multiples, squares and cubes
solve problems involving addition, subtraction, multiplication and
division and a combination of these, including understanding the
meaning of the equals sign
solve problems involving multiplication and division, including scaling by
simple fractions and problems involving simple rates
Non-Statutory Notes and Guidance:
Pupils practise and extend their use of the formal written methods of
short multiplication and short division. They apply all the multiplication
tables and related division facts frequently, commit them to memory and
use them confidently to make larger calculations.
They use and understand the terms factor, multiple and prime, square and
cube numbers.
Pupils interpret non-integer answers to division by expressing results in
different ways according to the context, including with remainders, as
fractions, as decimals or by rounding (for example, 98 ÷ 4 =
24
= 24 r 2 =
= 24.5 ≈ 25).
Pupils use multiplication and division as inverses to support the
introduction of ratio in year 6, for example, by multiplying and dividing by
powers of 10 in scale drawings or by multiplying and dividing by powers of
a 1,000 in converting between units such as kilometres and metres.
Distributivity can be expressed as a(b + c) = ab + ac.
They understand the terms factor, multiple and prime, square and cube
numbers and use them to construct equivalence statements (for example,
4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 9² x 10).
Pupils use and explain the equals sign to indicate equivalence, including in
missing number problems (for example 13 + 24 = 12 + 25; 33 = 5 x ?).
(Summer 2014 M.Oliver)
Stage 11: Expanded method of short division: To ensure place value is
understood within this algorithm, the following layout could be used
before moving onto the shortened method:
This leads on from the earlier
emphasis on chunking numbers into
manageable amounts using
knowledge of times tables. E.g.
understanding that 81 is the same
as 60 + 21.
This method may be used as a
challenge for more confident chn
to develop problem-solving and
reasoning.
Stage 12: Short division (up to 4 digits divided by 1 digit number)
with remainders (also to fractions and decimals).
Remainders could initially be expressed as r3 etc but chn need to be able
to express remainders to fractions and decimals too, depending on the
context.
068.5
1
2 137.00
(Summer 2014 M.Oliver)
1
1
Year 6
Addition, Subtraction, Multiplication and Division
Pupils should be taught to:
 multiply multi-digit numbers up to 4 digits by a two-digit whole number
using the formal written method of long multiplication
 divide numbers up to 4 digits by a two-digit whole number using the
formal written method of long division, and interpret remainders as
whole number remainders, fractions, or by rounding, as appropriate for
the context
 divide numbers up to 4 digits by a two-digit number using the formal
written method of short division where appropriate, interpreting
remainders according to the context
 perform mental calculations, including with mixed operations and large
numbers
 identify common factors, common multiples and prime numbers
 use their knowledge of the order of operations to carry out
calculations involving the 4 operations
 solve addition and subtraction multi-step problems in contexts,
deciding which operations and methods to use and why
 solve problems involving addition, subtraction, multiplication and
division
 use estimation to check answers to calculations and determine, in the
context of a problem, an appropriate degree of accuracy
Non-Statutory Notes and Guidance:
Pupils practise addition, subtraction, multiplication and division for larger
numbers, using the formal written methods of columnar addition and
subtraction, short and long multiplication, and short and long division.
They undertake mental calculations with increasingly large numbers and
more complex calculations.
Pupils continue to use all the multiplication tables to calculate
mathematical statements in order to maintain their fluency.
Pupils round answers to a specified degree of accuracy, for example, to
the nearest 10, 20, 50, etc, but not to a specified number of significant
figures.
Pupils explore the order of operations using brackets; for example, 2 + 1
x 3 = 5 and (2 + 1) x 3 = 9.
(Summer 2014 M.Oliver)
Common factors can be related to finding equivalent fractions.
Stage 13: Short division (up to 4 digits divided by 2 digit number)
interpreting remainders as whole number remainders, fractions, or by
rounding, as appropriate for the context.
E.g. with remainder as a fraction.
Stage 14: Long division (up to 4 digits divided by 2 digit number)
interpreting remainders as whole number remainders, fractions, or by
rounding, as appropriate for the context.
This builds on from chunking but aims to maximise the ‘chunks’ so that
the method is more efficient.
(Summer 2014 M.Oliver)