Subtraction Early Years Foundation...
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Subtraction Early Years Foundation Stage Prior Learning • Say some number names in sequence • Uses words like ‘more’ and ‘less’ • Knows that a group of things changes when an object is added or taken away. • Sings songs using numbers Models & Images There are 7 biscuits, I eat two. How many are left? Progressing to representing real objects with shapes using 1 to 1 correspondence. Signs & Symbols Children should be learning to write numbers accurately with correct orientation and formation. 10 - 5 = = 10 - 5 Key Language subtract, take away less, minus, count back, backwards, jump (on number line) smaller, subtraction Skills for next steps (Y1 Skills) • Count to & across 100, forwards & backwards from any number. • Read & write numbers to 20 in digits & words. • Read & write numbers to 100 in digits. • Say 1 more/1 less to 100 • Add & subtract: • 1 digit & 2 digit numbers to 20, including zero. • Add any three 1- digit numbers with a total up to 20. 7 – 2 = 5 Mental Methods Written Methods Resources Introduce concept of numbers – recognising Practical objects number object correspondence. Numicon Number Tracks: 10 – 5 = 5 Number Lines Hundred Squares Dienes Blocks Cuisenaire rods Prepared Number Line: 9 – 5 = 4 Count back when taking objects away from a group. Although these methods will be modelled by staff in school, children should experience calculations in a variety of other forms and presentations to support their understanding of maths in the wider world.
Transcript of Subtraction Early Years Foundation...
SubtractionEarlyYearsFoundationStage
PriorLearning • Say some number
namesinsequence • Useswordslike
‘more’and‘less’ • Knowsthatagroupof
thingschangeswhenanobjectisaddedortakenaway.
• Sings songsusingnumbers
Models&Images
Thereare7biscuits,Ieattwo.Howmanyareleft? Progressingtorepresentingrealobjectswithshapesusing1to1correspondence.
Signs&Symbols
Childrenshouldbelearningtowritenumbersaccurately
withcorrectorientationandformation. 10-5= =10-5
KeyLanguage subtract,takeawayless,minus, countback,backwards,jump(onnumberline)smaller,subtraction
Skillsfornextsteps
(Y1Skills) • Countto&across
100,forwards&backwardsfromanynumber.
• Read&writenumbersto20indigits&words.
• Read&write
numbersto100indigits.
• Say 1 more/1 less
to100 • Add&subtract: • 1digit&2digit
numbers to 20,includingzero.
• Add any three 1-digitnumberswithatotalupto20.
7 – 2 = 5
MentalMethods WrittenMethods ResourcesIntroduceconceptofnumbers–recognising Practicalobjects
numberobjectcorrespondence. Numicon NumberTracks:10–5=5 NumberLines HundredSquares DienesBlocks Cuisenairerods
PreparedNumberLine:9–5=4 Countbackwhentakingobjectsawayfromagroup.
Althoughthesemethodswillbemodelledbystaffinschool,childrenshouldexperiencecalculationsinavarietyofotherformsandpresentationstosupporttheirunderstandingofmathsinthewiderworld.
SubtractionKeyStage1(Yr1/2)
PriorLearning (EYFSSkills)
• Countreliablyto20. • Ordernumbers1–20. • Say 1 more/1 less
to20. • Add&subtracttwo
singledigitnumbers.
Skillsfornextsteps
(Y3Skills) • Compare&order
numbersupto100. • Read&writeall
numbersto100indigits&words.
• Say 10more/less than
anynumberto100. • Countinmultiplesof2,
3&5&10fromanynumberupto100.
• Recall&use+/-facts
to20. • Derive & use
relatedfactsto100. • Recognise PV of any
2-digitnumber. • Recognise & use
inverse(+/-).
Models&Images Signs&Symbols KeyLanguage
£ £ subtract,subtraction 12-3= =12-3 less,fewer,take away,leave,minus,
12-£
=3 3=12-£
countback, backwards,jump(on numberline) -3=9 9=12- smaller,difference,
£
-=3 3=£
- differencebetween, Howmanymore…? Extendto Placevalueto100
14+5=20-£
MentalMethods WrittenMethods ResourcesChildrenmustbetaughttorecognise PreparedLinetotakeaway:9–5=4 Practicalobjects
subtractionbothas‘takeaway’and Onahundredsquare: Numicon NumberLines‘difference’.
HundredSquares DienesBlocks CuisenairerodsWhatisthedifferencebetween5and9? PreparedNumberLinetosubtract:25–13=12 (Countonfrom5upto9)=4
Preparednumberlinetofindthedifference(countingon):25–13=12
4more
Althoughthesemethodswillbemodelledbystaffinschool,childrenshouldexperiencecalculationsinavarietyofotherformsandpresentationstosupporttheirunderstandingofmathsinthewiderworld.
PriorLearning (Y2Skills)
• Compare&order
numbersupto100. • Read&writeall
numbersto100indigits&words.
• Say 10more/less than
anynumberto100. • Recall&use+/-facts
to20. • Derive & use
relatedfactsto100. • Recognise PV of any
2-digitnumber. • Recognise & use
inverse(+/-). Skillsfornextsteps
(Y5Skills) • Countforwards&
backwardwithpositive&negativenumbersthroughzero.
• Countforwards/backwardsinstepsofpowersof10foranygivennumberupto1000000.
• Compare&ordernumberswith3decimalplaces.
• RecognisePVofanynumberupto1000000.
SubtractionLowerKeyStage2(Yr3/4)
Models&Images Signs&Symbols KeyLanguage
Modelsandimagesshouldbeusedtosupportchildrenin Consolidateprevious
visualisingcalculationsandtosecureunderstanding. 161-25=
£
£=161-25 vocabulary
expandedmethod/
Whensolvingproblemsindifferentcontexts,childrenshould -25=136 136=-25 columnmethod beencouragedtorepresenttheproblemvisuallyfor Exchange support.E.g.usingthebarmethod. Placevalueto1000,
161-
£=136 136=161-
£ tenths,hundredths
-£
=136 136=-£
Extendto Wholenumber £ calculationswithupto 141+73=250- fourdigits.
MentalMethods WrittenMethods Resources
Begintheuseofjottingsandopennumber Expandedcolumnmethod,startingwithleastsignificantdigits(in Practicalobjects linesfornumberswithuptofourdigits preparationforformalmethod),payingattentiontoplacevalueof Numicon (partitioning): eachdigit. NumberLines BytheendofYear3,pupilsshouldmoveontotheformalmethodwith HundredSquares 894–329=565 threedigitsandbytheendofYear4,theformalmethodwithfour DienesBlocks
digits. Cuisenairerods 565 574 594 894
567–276:
H T U
Th H T U
-9 -20 -300 400 160 4 5 13 6710
7854-6937= 500 60 7 -4 5 5 3 -200 70 6
7854–6000–900–30–7
0 8 1 7
=1854–900–30–7 200 90 1 =291
=954–30–7
Forcolumnmethodsofsubtraction,thesubtractionsignwillbepositionedon
=924–7 theleft. =917
Whereexchangingtakesplace,thiswillberecordedabovethestartingnumber.
Althoughthesemethodswillbemodelledbystaffinschool,childrenshouldexperiencecalculationsinavarietyofotherformsandpresentationstosupporttheirunderstandingofmathsinthewiderworld.
PriorLearning (Y4Skills)
• Countbackwards
throughzerotoincludenegativenumbers.
• Compareandordernumbersbeyond1000.
• Compareandordernumberswith2decimalplaces.
• Find 1000 more/less
thanagivennumber. • Recognise Place Value
ofany4-digitnumber.
SkillsforNextStep • Understandand
useplacevaluefordecimals,measuresandintegersofanysize.
• Usethefouroperations,includingformalwrittenmethods,appliedtointegers,decimals,properandimproperfractionsandmixednumbers,allbothpositiveandnegative.
• Recogniseanduserelationshipsbetweenoperationsincludinginverseoperations.
SubtractionUpperKeyStage2(Yr5/6)
Models&Images Signs&Symbols KeyLanguage
Modelsandimagesshouldbeusedtosupportchildrenin Consolidateall visualisingcalculationsandtosecureunderstanding. £ £ languagefrom
7.65–6.85=
=7.65–6.85 previousyear Whensolvingproblemsindifferentcontexts,childrenshould groups. beencouragedtorepresenttheproblemvisuallyfor –6.85=0.80 0.80=–6.85 support.E.g.usingthebarmethod. Exchanging,Place £ £ Valueto1000000,
7.65–
=0.80 0.80=7.65–
decimalsto thousandths
–£
=0.80 0.80=
£–
Extendto Calculationswithwhole
11.45–6.3=9.5–£
numberswithmorethan fourdigits
MentalMethods WrittenMethods Resources Extenduseofjottingsandopennumberlines Subtractingwholenumberswithmorethanfourdigitsaswellas Numicon tomoveontonumberswithmorethanfour decimalnumberstothethousandths: NumberLines
digitsanddecimalnumbers(partitioning): HundredSquares DienesBlocks
8.94–3.29=5.65 5 12 9 Forcolumnmethodsofsubtraction, Cuisenairerods
7 6 3 015 thesubtractionsignwillbepositioned 5.65 5.74 5.94 8.94
ontheleft.
- 4 5 5 3 7
Whereexchangingtakesplace,thiswill
3 0 7
6
8
berecordedabovethestarting -0.09 -0.20 -3.00
number. 16312-5714=
7 15 9 9 14
16312–5000–700–10–4 8 6 0 0 . 5 147 =11312–700–10–4
- 2 7
6
2
.
8 53
=10612–10–4 5 8 3 7 . 6 94 =10602–4
=10598
Althoughthesemethodswillbemodelledbystaffinschool,childrenshouldexperiencecalculationsinavarietyofotherformsandpresentationstosupporttheirunderstandingofmathsinthewiderworld.
