Recording
Subtraction
Age-related expectations
Mental calculation
(calculations that may
require use of strategies
or jottings)
Subtraction as
‘taking away’ from a
group
YR
Vocabulary:
estimate,
less, take
away,
fewer, less
than,
subtract,
add, count
back
Pictures / Objects
Symbols
I have five cakes. I eat two of them. How many do I
have left?
Mum baked 9 biscuits. I ate 5. How many were left?
1 less (numbers up
to 20)
(see
recording)
Unifix
Number track ?
I had 13 sweets. I gave three to my brother. How many were left
2
3
4
5
6
7
8
9
10
11
12
Songs / rhymes
Straws
Number facts to 5
1
Resources
Rapid Recall
Counting sticks
13
Concrete apparatus
Taking away (efficient jumps)
Subtraction as
‘taking away’ (by
counting back)
Y1
U–U
TU – U
(bridging 10)
Vocabulary:
estimate,
less, take
away,
fewer, less
than,
subtract,
add, count
back
Taking away – jumps of 1
(modelled using practical apparatus)
Find the difference – jumps of 1
(modelled using bead strings)
13 – 5 = 8
Model using practical apparatus, counting back or
removing items
-1
-1
-1
-1
-2
-3
+1
10
10
11
Beadstrings
Subtraction facts to
10 (7-5=2)
TU multiple of
10
e.g. 13 – 5 = 8
12
13
1 / 10 less than
a number up to 100
13
8
9
+1
Multiple of
10 - U
-1
8
8
+1
Subtraction facts of
10 (10-4 = 6)
9
10
11
11 – 8 = 3
No number line
13 – 3 = 10
10 – 2 = 8
Numicom
Subtraction as
inverse of addition
TU – TU
(bridging 10s)
Vocabulary
As above
plus
Find the
difference
Number lines – find the difference
71– 24 (with exchange supported by
practical)
Number lines - taking away
Subtraction facts of
at 20
Find the
difference
Subtraction facts to
at 20
TU – U /
multiple of
10
74 -57 = 17
70 & 1 = 60 + 11
20 & 4 = 20 + 4
74 -27 = 47
+3
+10
+4
exchange
Y2
-3
47
-4
50
-20
54
______ ______
Subtraction facts of
100 (multiples of 10
e.g. 100-70 = 30)
74
57 60
70
74
Vocabulary:
TU – TU
HTU – TU
HTU – HTU
Estimation and checking
Y3
Number line – find the difference
Number line - taking away
Decomposition with exchange
either from tens or hundreds:
326 -178 = 148
326 –178 = 148
325 – 118 = 207
+22
178 200
-6
+126
-70
-
100
326
300 + 20 + 5
+ 15
- 100 + 10 + 8
+8
200 + 0
146 156
326
226
+7
= 207
Move to compact vertical method
-9
-11
Subtraction facts to
100 (multiples of 10
e.g. 80-70 = 10)
Number facts of
100 (using
multiples of 5) e.g.
100 – 15 = 85
= 300 + 10
100 + 10
Pictures / symbols
e.g.
73-22 = 51
Number facts to100
(using multiples of
5) e.g. 85 – 25 - 60
Number facts of
multiples of 10 that
bridge 100 e.g. 130
– 50 = 80
TU – TU
TU – near
multiple of
10 (positive
answers)
123 + 12 = 135
HTU –
multiples of
100
Diennes
Place value
counters
Y4
HTU –TU
HTU – HTU
Decimals: money
and measures
(£7.85 - £3.49)
Number lines – find the difference or take away (only if
not secure with Y3 expanded method)
Decomposition (exchanging both hundreds and
tens) using expanding method
Decomposition
(compact vertical
method)
754 – 186 = 568
723 – 458 = 265
+500
+54
Number facts
of 100 (e.g.
100 – 46 =
54)
+14
186
200
Number facts
of 1000 (using
multiples of
50, 100)
700
754
Decomposition
(compact method)
Use
number line
method if
appropriate
:
ThHTU – HTU
Decimals up to 2dp
(72.5 – 45.7)
Decimals, including
measures
e.g. £80.00
- £36. 78
Y5
Also with Th, H, T and U
or 506 378
Y6
Consolidate /
extend Y5
including:
Decimal to 3 dp
relating to
measures
Consolidation of compact method
Mixed operations e.g. 3485 + 4936 – 3265
Mixed operations including brackets (BODMAS)
Use number facts
for mental
subtraction
9–2=7
0.9 – 0.2 = 0.7
0.09 – 0.02 = 0.07
Number facts to 1
(2dp)
Number facts to 10
(1dp)
(as above)
Rapid recall of
number facts
involving money
HTU – TU
Subtract
pairs of
multiples of
10 / 100 /
1000
HTU – HTU
(small
difference)
Subtraction
in the
context of
measure,
including
conversion
of units e.g.
£5.00 – 23p
Decimal –
Decimal
(eg 9.5 –
3.7)
Integer /
decimal
(2dp) –
Integer /
decimal
(1dp)