Year 1 - 6

Calculation Policy
Addition and Subtraction

#MathsEveryoneCan

1
Notes and Guidance
Calculation Policy
Welcome
Welcome to the White Rose Maths Calculation Policy. Each operation is then broken down into skills and
each skill has a dedicated page showing the
This document is broken down into addition and
different models and images that could be used to
subtraction, and multiplication and division.
effectively teach that concept.
At the start of each policy, there is an overview of the
different models and images that can support the
teaching of different concepts. These provide
explanations of the benefits of using the models and
show the links between different operations.

There is an overview of skills linked to year groups

to support consistency through out school. A
glossary of terms is provided at the end of the
calculation policy to support understanding of the
key language used to teach the four operations.
Part-Whole Model

7 7 This part-whole model supports children in their

understanding of aggregation and partitioning. Due to its
shape, it can be referred to as a cherry part-whole model.
4 3
When the parts are complete and the whole is empty,
children use aggregation to add the parts together to find
7=4+3 7−3=4 the total.
7=3+4 7−4=3
When the whole is complete and at least one of the parts
is empty, children use partitioning (a form of subtraction)
to find the missing part.
15 26
Part-whole models can be used to partition a number
3 5 7 into two or more parts, or to help children to partition a
number into tens and ones or other place value columns.
3
7 In KS2, children can apply their understanding of the
4 part-whole model to add and subtract fractions, decimals
7 and percentages.
1
7
 Bar Model (single)

Concrete
The single bar model is another type of a part-whole
model that can support children in representing
Discrete calculations to help them unpick the structure.

? Cubes and counters can be used in a line as a concrete

representation of the bar model.

Combination Discrete bar models are a good starting point with

smaller numbers. Each box represents one whole.

The combination bar model can support children to

calculate by counting on from the larger number. It is a
Continuous good stepping stone towards the continuous bar model.

Continuous bar models are useful for a range of values.

Each rectangle represents a number. The question mark
indicates the value to be found.

In KS2, children can use bar models to represent larger

numbers, decimals and fractions.
 Bar Model (multiple)

Discrete

The multiple bar model is a good way to compare

10 7 + 3 = 10 quantities whilst still unpicking the structure.

Two or more bars can be drawn, with a bracket labelling

the whole positioned on the right hand side of the bars.
Smaller numbers can be represented with a discrete bar
7−3=4 model whilst continuous bar models are more effective
for larger numbers.
4
Multiple bar models can also be used to represent the
difference in subtraction. An arrow can be used to model
Continuous the difference.

When working with smaller numbers, children can use

cubes and a discrete model to find the difference. This
supports children to see how counting on can help when
finding the difference.

7−3=4 2,394 − 1,014 = 1,380

Number Shapes

Number shapes can be useful to support children to

subitise numbers as well as explore aggregation,
partitioning and number bonds.

When adding numbers, children can see how the parts

7=4+3 7=3+4 7−3=4 come together making a whole. As children use number
shapes more often, they can start to subitise the total due
to their familiarity with the shape of each number.

When subtracting numbers, children can start with the

whole and then place one of the parts on top of the
whole to see what part is missing. Again, children will
start to be able to subitise the part that is missing due to
their familiarity with the shapes.

Children can also work systematically to find number

bonds. As they increase one number by 1, they can see
that the other number decreases by 1 to find all the
possible number bonds for a number.
Cubes

7=4+3
Cubes can be useful to support children with the addition
and subtraction of one-digit numbers.
7=3+4 When adding numbers, children can see how the parts
come together to make a whole. Children could use two
different colours of cubes to represent the numbers
before putting them together to create the whole.
7−3=4
When subtracting numbers, children can start with the
whole and then remove the number of cubes that they
are subtracting in order to find the answer. This model of
subtraction is reduction, or take away.

Cubes can also be useful to look at subtraction as

difference. Here, both numbers are made and then lined
7−3=4 up to find the difference between the numbers.

Cubes are useful when working with smaller numbers

but are less efficient with larger numbers as they are
difficult to subitise and children may miscount them.
Ten Frames (within 10)

4+3=7 4 is a part.
3+4=7 3 is a part.
7−3=4 When adding and subtracting within 10, the ten frame
7 is the whole. can support children to understand the different
7−4=3 structures of addition and subtraction.

Using the language of parts and wholes represented by

First Then Now objects on the ten frame introduces children to
aggregation and partitioning.
Aggregation is a form of addition where parts are
combined together to make a whole. Partitioning is a
form of subtraction where the whole is split into parts.
Using these structures, the ten frame can enable children
4+3=7 to find all the number bonds for a number.

First Then Now Children can also use ten frames to look at augmentation
(increasing a number) and take-away (decreasing a
number). This can be introduced through a first, then,
now structure which shows the change in the number in
8 the ‘then’ stage. This can be put into a story structure to
help children understand the change e.g. First, there were
7−3=4 7 cars. Then, 3 cars left. Now, there are 4 cars.
Ten Frames (within 20)

8 + 7 = 15
When adding two single digits, children can make each
number on separate ten frames before moving part of
2 5 one number to make 10 on one of the ten frames. This
supports children to see how they have partitioned one of
the numbers to make 10, and makes links to effective
mental methods of addition.
14 − 6 = 8
When subtracting a one-digit number from a two-digit
4 2 number, firstly make the larger number on 2 ten frames.
Remove the smaller number, thinking carefully about
how you have partitioned the number to make 10, this
supports mental methods of subtraction.

When adding three single-digit numbers, children can

7 + 6 + 3 = 16 make each number on 3 separate 10 frames before
considering which order to add the numbers in. They
may be able to find a number bond to 10 which makes
10 the calculation easier. Once again, the ten frames
support the link to effective mental methods of addition
as well as the importance of commutativity.
Bead Strings

Different sizes of bead strings can support children at

different stages of addition and subtraction.

Bead strings to 10 are very effective at helping children to

investigate number bonds up to 10.
They can help children to systematically find all the
number bonds to 10 by moving one bead at a time to see
the different numbers they have partitioned the 10 beads
into e.g. 2 + 8 = 10, move one bead, 3 + 7 = 10.

Bead strings to 20 work in a similar way but they also

group the beads in fives. Children can apply their
knowledge of number bonds to 10 and see the links to
number bonds to 20.

Bead strings to 100 are grouped in tens and can support

children in number bonds to 100 as well as helping when
adding by making ten. Bead strings can show a link to
adding to the next 10 on number lines which supports a
mental method of addition.
Number Tracks

5+3=8

Number tracks are useful to support children in their

1 2 3 4 5 6 7 8 9 10 understanding of augmentation and reduction.

When adding, children count on to find the total of the

numbers. On a number track, children can place a
counter on the starting number and then count on to find
10 − 4 = 6 the total.

When subtracting, children count back to find their

answer. They start at the minuend and then take away
1 2 3 4 5 6 7 8 9 10 the subtrahend to find the difference between the
numbers.

Number tracks can work well alongside ten frames and

bead strings which can also model counting on or
8 + 7 = 15 counting back.

Playing board games can help children to become

familiar with the idea of counting on using a number
track before they move on to number lines.
Number Lines (labelled)

5+3=8

Labelled number lines support children in their

understanding of addition and subtraction as
augmentation and reduction.

8 + 7 = 15 Children can start by counting on or back in ones, up or

down the number line. This skill links directly to the use
of the number track.
2 5 +2 +5
Progressing further, children can add numbers by
jumping to the nearest 10 and then jumping to the total.
This links to the making 10 method which can also be
supported by ten frames. The smaller number is
partitioned to support children to make a number bond
14 − 6 = 8 to 10 and to then add on the remaining part.

−2 −4 Children can subtract numbers by firstly jumping to the

4 2 nearest 10. Again, this can be supported by ten frames so
children can see how they partition the smaller number
into the two separate jumps.
Number Lines (blank)

35 + 37 = 72

+5 + 30 +2 Blank number lines provide children with a structure to

add and subtract numbers in smaller parts.

35 40 70 72 Developing from labelled number lines, children can add

by jumping to the nearest 10 and then adding the rest of
the number either as a whole or by adding the tens and
35 + 37 = 72 ones separately.

+5 + 32 Children may also count back on a number line to

subtract, again by jumping to the nearest 10 and then
subtracting the rest of the number.
35 40 72 Blank number lines can also be used effectively to help
children subtract by finding the difference between
72 − 35 = 37 numbers. This can be done by starting with the smaller
number and then counting on to the larger number. They
then add up the parts they have counted on to find the
+5 + 30 +2 difference between the numbers.

35 40 70 72
Straws

7 + 6 = 13

Straws are an effective way to support children in their

understanding of exchange when adding and subtracting
2-digit numbers.

bundle together Children can be introduced to the idea of bundling

groups of ten when adding smaller numbers and when
groups of 10 representing 2-digit numbers. Use elastic bands or other
ties to make bundles of ten straws.

42 − 17 = 25 When adding numbers, children bundle a group of 10

straws to represent the exchange from 10 ones to 1 ten.
They then add the individual straws (ones) and bundles
of straws (tens) to find the total.

When subtracting numbers, children unbundle a group of

unbundle group 10 straws to represent the exchange from 1 ten to 10
of 10 straws ones.

Straws provide a good stepping stone to adding and

subtracting with Base 10/Dienes.
Base 10/Dienes (addition)

38 Using Base 10 or Dienes is an effective way to support

children’s understanding of column addition. It is
+ 23 important that children write out their calculations
alongside using or drawing Base 10 so they can see the
61 clear links between the written method and the model.
1
Children should first add without an exchange before
moving on to addition with exchange.. The representation
becomes less efficient with larger numbers due to the
size of Base 10. In this case, place value counters may be
the better model to use.
265
+ 164 When adding, always start with the smallest place value
column. Here are some questions to support children.
429 How many ones are there altogether?
Can we make an exchange? (Yes or No)
1 How many do we exchange? (10 ones for 1 ten, show
exchanged 10 in tens column by writing 1 in column)
How many ones do we have left? (Write in ones column)
Repeat for each column.
Base 10/Dienes (subtraction)

5 1
65 Using Base 10 or Dienes is an effective way to support
children’s understanding of column subtraction. It is
− 28 important that children write out their calculations
alongside using or drawing Base 10 so they can see the
37 clear links between the written method and the model.

Children should first subtract without an exchange before

moving on to subtraction with exchange. When building
the model, children should just make the minuend using
Base 10, they then subtract the subtrahend. Highlight this
3 1 difference to addition to avoid errors by making both
435 numbers. Children start with the smallest place value
− 273 column. When there are not enough
ones/tens/hundreds to subtract in a column, children
162 need to move to the column to the left and exchange e.g.
exchange 1 ten for 10 ones. They can then subtract
efficiently.
This model is efficient with up to 4-digit numbers. Place
value counters are more efficient with larger numbers
and decimals.
Place Value Counters (addition)

384 Using place value counters is an effective way to support

children’s understanding of column addition. It is
+ 237 important that children write out their calculations
alongside using or drawing counters so they can see the
621 clear links between the written method and the model.
1 1
Children should first add without an exchange before
moving on to addition with exchange. Different place
value counters can be used to represent larger numbers
or decimals. If you don’t have place value counters, use
normal counters on a place value grid to enable children
to experience the exchange between columns.
3.65
+ 2.41 When adding money, children can also use coins to
support their understanding. It is important that children
6.06 consider how the coins link to the written calculation
especially when adding decimal amounts.
1
Place Value Counters (Subtraction)

4 1
652 Using place value counters is an effective way to support
children’s understanding of column subtraction. It is
− 207 important that children write out their calculations
alongside using or drawing counters so they can see the
445 clear links between the written method and the model.

Children should first subtract without an exchange before

moving on to subtraction with exchange. If you don’t have
place value counters, use normal counters on a place
value grid to enable children to experience the exchange
3 1 between columns.
4357
− 2735 When building the model, children should just make the
minuend using counters, they then subtract the
1622 subtrahend. Children start with the smallest place value
column. When there are not enough ones/tens/hundreds
to subtract in a column, children need to move to the
column to the left and exchange e.g. exchange 1 ten for
10 ones. They can then subtract efficiently.
Addition
 Skill Year Representations and models

Part-whole model Ten frames (within 10)

Add two 1-digit
1 Bar model Bead strings (10)
numbers to 10
Number shapes Number tracks
Part-whole model Bead strings (20)
Add 1 and 2-digit Bar model Number tracks
1
numbers to 20 Number shapes Number lines (labelled)
Ten frames (within 20) Straws

Add three 1-digit Part-whole model Ten frames (within 20)

2
numbers Bar model Number shapes

Part-whole model Number lines (blank)

Add 1 and 2-digit
2 Bar model Straws
numbers to 100
Number lines (labelled) Hundred square
 Skill Year Representations and models
Part-whole model
Add two 2-digit Bar model Base 10
2
numbers Number lines (blank) Place value counters
Straws
Base 10
Part-whole model
Add with up to 3-digits 3 Place value counters
Bar model
Column addition
Base 10
Part-whole model
Add with up to 4-digits 4 Place value counters
Bar model
Column addition

Add with more than 4 Part-whole model Place value counters

5
digits Bar model Column addition

Add with up to 3 Part-whole model Place value counters

5
decimal places Bar model Column addition
Skill: Add 1-digit numbers within 10 Year: 1
When adding
numbers to 10,
children can explore
both aggregation and
augmentation.

The part-whole
model, discrete and
continuous bar
4+3=7 model, number
shapes and ten frame
support aggregation.

The combination bar

model, ten frame,
bead string and
number track all
support
augmentation.
 Skill: Add 1 and 2-digit numbers to 20 Year: 1/2

7 When adding one-

digit numbers that
cross 10, it is
important to highlight
8 the importance of ten
ones equalling one
ten. In Year 1, this is
only done just by
counting on. From
8 + 7 = 15 Year 2, use different
manipulatives can be
used to represent this
exchange alongside
number lines to
support children in
understanding how to
partition their jumps.
 Skill: Add three 1-digit numbers Year: 2
When adding three 1-
16 digit numbers,
children should be
encouraged to look
for number bonds to
10 or doubles to add
7 6 3 the numbers more
efficiently.

7 + 6 + 3 = 16 This supports
children in their
understanding of
commutativity.

Manipulatives that
16
highlight number
bonds to 10 are
effective when adding
three 1-digit numbers.
 Skill: Add 1-digit and 2-digit numbers to 100 Year: 2/3
When adding single
38 digits to a two-digit
number, children
should be
5 encouraged to count
on from the larger
number.
?
They should also
38 38 + 5 = 43 apply their knowledge
of number bonds to
add more efficiently
e.g. 8 + 5 = 13 so 38
+ 5 = 43.

Hundred squares and

straws can support
children to find the
number bond to 10.
 Skill: Add two 2-digit numbers to 100 Year: 2/3
Children can use a
38 blank number line
and other
representations to
23 count on to find the
total. Encourage them
to jump to multiples
? of 10 to become
more efficient.
38 23 38 + 23 = 61 From Year 3,
encourage children to
use the formal
column method when
calculating alongside
straws, base 10 or
place value counters.
As numbers become
larger, straws become
less efficient.
 Skill: Add numbers with up to 3 digits Year: 3
Base 10 and place
265 value counters are
the most effective
? manipulatives when
adding numbers with
164 up to 3 digits.

Ensure children write

out their calculation
265 + 164 = 429 alongside any
concrete resources so
they can see the links
to the written column
method.

Plain counters on a
place value grid can
also be used to
support learning.
 Skill: Add numbers with up to 4 digits Year: 4
Base 10 and place
1,378 1 378 value counters are
the most effective
+ 2 1 48 manipulatives when
?
3526 adding numbers with
up to 4 digits.
2,148 1 1

Ensure children write

out their calculation
1,378 + 2,148 = 3,526 alongside any
concrete resources so
they can see the links
to the written column
method.

Plain counters on a
place value grid can
also be used to
support learning.
 Skill: Add numbers with more than 4 digits Year: 5/6
Place value counters
? or plain counters on a
place value grid are
the most effective
concrete resources
when adding
104,328 61,731 numbers with more
than 4 digits.

104,328 + 61,731 = 166,059 At this stage, children

should be
encouraged to work
in the abstract, using
the column method
to add larger
numbers efficiently.
 Skill: Add with up to 3 decimal places Year: 5
? Place value counters
2.41 3.65 and plain counters on
a place value grid are
3.65 2.41
the most effective
manipulatives when
adding decimals with
?
1, 2 and then 3
decimal places.

3.65 + 2.41 = 6.06 Ensure children have

experience of adding
decimals with a
variety of decimal
places. This includes
putting this into
context when adding
money and other
measures.
Subtraction
 Skill Year Representations and models

Part-whole model Ten frames (within 10)

Subtract two 1-digit
1 Bar model Bead strings (10)
numbers to 10
Number shapes Number tracks
Part-whole model Bead string (20)
Subtract 1 and 2-digit Bar model Number tracks
1
numbers to 20 Number shapes Number lines (labelled)
Ten frames (within 20) Straws

Part-whole model Number lines (blank)

Subtract 1 and 2-digit
2 Bar model Straws
numbers to 100
Number lines (labelled) Hundred square

Part-whole model
Subtract two 2-digit Bar model Base 10
2
numbers Number lines (blank) Place value counters
Straws
 Skill Year Representations and models
Base 10
Subtract with up to 3- Part-whole model
3 Place value counters
digits Bar model
Column subtraction
Base 10
Subtract with up to 4- Part-whole model
4 Place value counters
digits Bar model
Column subtraction

Subtract with more than Part-whole model Place value counters

5
4 digits Bar model Column subtraction

Subtract with up to 3 Part-whole model Place value counters

5
decimal places Bar model Column subtraction
 Skill: Subtract 1-digit numbers within 10 Year: 1
Part-whole models,
7 bar models, ten
frames and number
shapes support
? 3 partitioning.

Ten frames, number

tracks, single bar
models and bead
7−3=4 strings support
reduction.

Cubes and bar

models with two bars
? can support finding
the difference.
 Skill: Subtract 1 and 2-digit numbers to 20 Year: 1/2

6 In Year 1, subtracting
one-digit numbers
14 that cross 10, is done
by counting back,
using objects, number
tracks and number
lines. From Year 2,
children should be
encouraged to find
14 − 6 = 8 the number bond to
10 when partitioning
the subtracted
number. Ten frames,
number shapes and
number lines are
particularly useful for
this.
 Skill: Subtract 1 and 2-digit numbers to 100 Year: 2/3

Children can also use

a blank number line
65 to count back to find
the difference.
28 Encourage them to
jump to multiples of
65 10 to become more
efficient.
From Year 3,
? 28 65 − 28 = 37 encourage children to
use the formal
column method when
calculating alongside
straws, base 10 or
place value counters.
As numbers become
larger, straws become
less efficient.
 Skill: Subtract numbers with up to 3 digits Year: 3
Base 10 and place
435 value counters are
the most effective
manipulative when
subtracting numbers
273 ? with up to 3 digits.

Ensure children write

out their calculation
435 − 273 = 162 alongside any
concrete resources so
they can see the links
to the written column
method.

162 Plain counters on a

place value grid can
also be used to
support learning.
 Skill: Subtract numbers with up to 4 digits Year: 4
Base 10 and place
4,357 value counters are
the most effective
manipulatives when
subtracting numbers
with up to 4 digits.
2,735 ?
Ensure children write
out their calculation
4,357 − 2,735 = 1,622 alongside any
concrete resources so
they can see the links
to the written column
method.

Plain counters on a
place value grid can
also be used to
support learning.
 Skill: Subtract numbers with more than 4 digits Year: 5/6
Place value counters
294,382 or plain counters on a
place value grid are
the most effective
concrete resource
when subtracting
182,501 ? numbers with more
than 4 digits.

294,382 − 182,501 = 111,881 At this stage, children

should be
encouraged to work
in the abstract, using
column method to
subtract larger
numbers efficiently.
 Skill: Subtract with up to 3 decimal places Year: 5/6

5.43 Place value counters

4 1
2.7 ? 5.43 and plain counters on
a place value grid are
2.7 ?
− 2.7 the most effective
manipulative when
2.73 subtracting decimals
5.43
with 1, 2 and then 3
decimal places.

5.43 − 2.7 = 2.73 Ensure children have

experience of
subtracting decimals
with a variety of
decimal places. This
includes putting this
into context when
subtracting money
and other measures.
Glossary

Addend - A number to be added to another. Minuend – A quantity or number from which another
is subtracted.
Aggregation - combining two or more quantities or
measures to find a total. Partitioning – Splitting a number into its component
parts.
Augmentation - increasing a quantity or measure by
another quantity. Reduction – Subtraction as take away.

Commutative – numbers can be added in any order. Subitise – Instantly recognise the number of objects
in a small group without needing to count.
Complement – in addition, a number and its
complement make a total e.g. 300 is the Subtrahend - A number to be subtracted from
complement to 700 to make 1,000 another.

Difference – the numerical difference between two Sum - The result of an addition.
numbers is found by comparing the quantity in each
group. Total – The aggregate or the sum found by addition.

Exchange – Change a number or expression for

another of an equal value.