Calculation Policy - Addition & Subtraction
Calculation Policy - Addition & Subtraction
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.
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.
Discrete
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.
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.
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.
5+3=8
5+3=8
35 + 37 = 72
35 40 70 72
Straws
7 + 6 = 13
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.
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.
The part-whole
model, discrete and
continuous bar
4+3=7 model, number
shapes and ten frame
support aggregation.
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.
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
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.
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
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
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.
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.