St Peter’s Junior School – Subtraction - Written Methods - Y4, 5 & 6
When solving calculations, check first if a mental method will work and then decide which method is most
appropriate including jottings and number lines.
Recognise when one method is more efficient than another, for both whole and decimal numbers.
Year 4
Use knowledge of facts and apply
understanding of the inverse relationship
between addition and subtraction to identify
missing numbers in number sentences.
E.g.
130 - ∆ = 95 ∆ - 650 = 900
780 = 1000 - ∆
73 - 41 = ∆ - 10
Continue to solve missing number
calculations. E.g.
10 -  = 4.2 0.2 = 1 - 
Add + subtract facts spreadsheet
 - 3.4 = 3.6, or 9.4 - n = 5.8
Year 6
Add mentally whole numbers and decimals
with one place.
Level 4 - 5 second mental questions
• Subtract 42 from 100
• Subtract 12 from 90
• What is 100 subtract 21?
•
How many less than 62 is 28?
Continue to solve missing number
calculations. E.g.
8 -  = 4.2 1 =  + 0.25
Recall pairs of numbers with totals of 100,
and multiples of 10 that total 1000 and
related subtraction facts.
Recall pairs of numbers with 1 decimal place
which total 1 and 10 and related subtraction
facts.
Recall pairs of numbers with 2 decimal places
which total 1 and 10 and related subtraction
facts.
Number bonds spreadsheet
Add + Subtract Pyramids spreadsheet
Number bonds spreadsheet
Add + subtract facts spreadsheet
Add + Subtract Pyramids spreadsheet
Solve one-step and two-step problems
involving whole numbers and decimals and all
four operations, choosing and using
appropriate calculation strategies, including
calculator use
Number bonds spreadsheet
Add + subtract facts spreadsheet
Add + Subtract Pyramids spreadsheet
Solve multi-step problems, and problems
involving fractions, decimals and percentages;
choose and use appropriate calculation
strategies at each stage, including calculator
use
Solve one-step and two-step problems
involving addition in contexts of money or
measures, including time; choose and carry
out appropriate calculations, using calculator
methods where appropriate
Year 5
Apply to decimals knowledge of addition and
subtraction facts involving one- and two-digit
whole numbers.
E.g.
15 – 7 = 8 therefore 1.5 - 0.7 = 0.8
and 0.15 - 0.07 = 0.08.
4.4 – 2.7 =  - 3.4, or 9.4 - n = 6.7
St Peter’s Junior School – Subtraction - Written Methods - Y4, 5 & 6
Year 4
Continue to use counting up (complimentary
addition) method, with empty number lines or
jottings, when appropriate
Year 5
Continue to use complimentary addition
method, with empty number lines or jottings,
when appropriate
Year 6
Continue to use complimentary addition,
using an empty number line or jottings when
appropriate and with appropriate numbers
Measuring cylinder ITP
Measuring scale ITP
Number Line ITP
Measuring cylinder ITP
Measuring scale ITP
Number Line ITP
Measuring cylinder ITP
Measuring scale ITP
Number Line ITP






When subtracting from multiples of 100 or
1000
Finding a small difference
E.g. 5003 – 4996
+4
+3
4996
5000
5003
+7
2993
To support or explain mental calculations
E.g. 754 – 86
+14
When subtracting from multiples of 100 or
1000
Finding a small difference
When subtracting from a number with
trapped zeros
+600
+54
100
700
86 to 100 = 14
100 to 700 = 600
700 to 754 = 54
Total = 668

- 30
146
-1
3000
8000 8006
When subtracting from any multiple of
100, 1000, 10,000
Finding a small difference
When subtracting from a number with
trapped zeros or where decomposition
would be complicated
2.0
E.g. 8120 – 2983
+17
2983
Add
mentally
To support or explain mental calculations
1.8
+0.1
4.0
4.1
1.8 to 2 = 0.2
2 to 4 = 2
4 to 4.1 = 0.1
Total = 2.3

117
+6
E.g. 4.1 – 1.8 = 2.3
+0.2
+2.0
Add
mentally
Explaining the subtraction of the nearest
multiple of 10 and adjusting
E.g. 146 - 29
116
754
+5000
2993 to 3000 = 7
3000 to 8000 = 5000
8000 to 8006 = 6
Total = 5013

86

E.g. 8006 – 2993
4996 to 5000 = 4
5000 to 5003 = 3
Total = 7


To support or explain the subtraction of
the nearest multiple of 10 or 100 then
adjust
+5000
+120
3000
8000
5993 to 6000 = 17
6000 to 8000 = 2000
8000 to 8006 = 120
Total = 2137

Add
mentally
To support or explain mental calculations
with whole numbers and decimals
E.g. 0.5 – 0.31
+0.09
0.31
+0.1
0.4
0.31 to 0.4 = 0.09
0.4 to 0.5 = 0.1
Total = 0.19

0.5
Subtracting the nearest multiple of 1,
10,100, 1000 and adjusting
E.g.
E.g.
4005 + 1997 = 4005 + 2000 – 3
5.75 + 2.95 = 5.75 +3 – 0.05
= 6005 – 3
= 8.75 – 0.05
= 6002
= 8.7
Note: Children should understand the importance of lining up the decimal points and units digits under units digits, tens under tens etc.
146 - 29 = 146 – 30 + 1
= 116 + 1
= 117
8120
St Peter’s Junior School – Subtraction - Written Methods - Y4, 5 & 6
Year 4
Teach expanded decomposition leading to
compact decomposition.
Note: when partitioning numbers use and as in Y3
example eg 700 and 50 and 4 (to avoid confusion of
signs)
Leading to:
754 = 700 and 50 and 4
- 86
80 and 6
= 700 and 40 and 14
80 and 6
= 600 and 140 and 14
80 and 6
600 and 60 and 8
= 668
Adjust
from
T to U
Adjust
from
H to T
-
7 4 '4
86
Year 5
Use expanded decomposition first then
continue to develop compact decomposition
with different numbers of digits and decimals.
Year 6
Continue to develop compact decomposition
with different numbers of digits and decimals.
HTU notebook
5764.0 = 5700 and 60 and 4 and .0
- 821.6 - 800 and 20 and 1 and .6
= 5700 and 60 and 3 and 1.0
- 800 and 40 and 1 and 0.6
= 4900 and 20 and 2 and 0.4
= 4922.4
6 '4 '4
8 6
6 6 8
Leading to
-
5'7 6 4 .' 0
821.6
4942.4
HTU notebook
HTU notebook
Extend to decimals as appropriate. Eg money
knowing that the decimal points should line
up under each other.
Explain methods orally or using any informal
recording methods – examples above
AIM
By the end of Year 4:
 Most children should be able to use
compact decomposition when
appropriate ie 3-digit – 3-digit or 3digit – 2-digit. But continue to use
counting up method, with jottings,
where appropriate.
Explain methods orally or using any informal
or formal recording methods – examples
above.
Explain methods orally or using any informal
or formal recording methods – examples
above and in Y4 and Y5.
AIM
By the end of Year 5:
 Most children should be able to use
compact decomposition with all types
of numbers, including decimal, where
appropriate. But should continue to
use counting up method, with
jottings, where appropriate.
AIM
By the end of Year 6:
 Children should be able to use
compact decomposition method
accurately when appropriate. But
should be able use counting up
method, with jottings, where
appropriate.
Note ‘compact’ method is not appropriate for
subtracting two 2-digit numbers – this should
be done mentally
Note ‘compact’ method is not appropriate for
subtracting two 2-digit numbers – this should
be done mentally
Note ‘compact’ method is not appropriate for
subtracting two 2-digit numbers – this should
be done mentally