Calculations in Year 1
Addition
Subtraction
Children begin to use a range of equations, including missing
Children are taught to solve missing number problems such as:-
3 + 4 = 
7 -  = 4
number problems such as
3 +  = 7
7 - 3 = 
 = 3 + 4
7 =  + 4
 + 4 = 7
4 = 7 - 
 -  = 4
7 =  + 
4 =  - 
Children subtract using the number line and the bead strings
Children are encouraged to add using a number line and bead
7 – 3 = 4
strings.
-1
4 + 3 = 7
0
4 =  - 3
 - 3 = 4
7 = 3 + 
 +  = 7
 = 7 - 3
+1 +1 +1
1
2
3
4
5
6
7
8
9
10
4 + 3 = 7
10
0
1
2
3
4
-1
5
-1
6
7
8
9
Children are encouraged to use Numicon and a range of practical
resources.
The number line is also used to show that 6 - 3 means the
‘difference between
Children are encouraged to develop a mental picture of the number
system in their heads to use for calculation. They develop ways of
6 and 3’ or ‘the difference between 3 and 6’ and how many jumps
they are apart.
recording calculations using pictures, etc.
They use number lines and practical resources to support calculation
0
1
2
3
4
5
6
7
8
9
10
and teachers demonstrate the use of the number line.
Children are encouraged to use practical objects such as bead
Children then begin to use numbered lines to support their own
calculations - using a numbered line to count back in ones.
13 – 5 = 8
-1
strings, bricks and Numicon to count on.
0
All calculations where possible are grounded in practical and relevant
activities where the children can see purpose.
1
2
3
4
5
6
7
8
-1
9
-1 -1
-1
10 11 12 13 14 15
Bead strings or bead bars are used to illustrate subtraction including
bridging through ten by counting back 3 then counting back 2.
13 – 5 = 8
Multiplication
Division
Children are introduced to missing number problems as in addition
and subtraction involving the multiplication symbol.
Children will experience equal groups of objects and will count in 2s
and 10s and begin to count in 5s. They will work on practical
problem solving activities involving equal sets or groups.
5
5
Children should be introduced to missing number problems as in
addition and subtraction involving the division symbol.
Children will understand equal groups and share items out in play
and problem solving. They will count in 2s and 10s and later in 5s.
6  2 can be modelled as:
Sharing – 6 sweets are shared between 2 people. How many do
5
they have each?

0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15

 
 


Division can be demonstrated using a number line;
Children will learn to multiply on a number line and on a bead bar:
3 times 5
is
5 x 3 = 5 + 5 + 5
5 + 5 + 5 = 15
5
or
3 lots of 5
5
or
5 x 3
5
12 ÷ 2 = 6
The first number is the number they end at and the second number
is how many are in each jump.
Commutativity
Children should know that 3 x 5 has the same answer as 5 x 3.
This can also be shown on the number line.
5
0
1
2
3
5
3
4
5
3
6
7
3
Grouping – There are 6 sweets. How many people can have 2
each? (How many 2’s make 6?)
5
8
9
10 11 12 13 14 15
3
3
0
2
4
6
OR
Children should be taught to calculate using arrays:
0
 


4 x 2 or 4 + 4
 


2 x 4 or 2 + 2 + 2
2
4
6
Children should be given as many opportunities as possible for
practical sharing using everyday items.