**OUR CURRENT FOCUS ACROSS THE SCHOOL IS ADDITION AND SUBTRACTION**

*From Monday 17th April to Friday 25th May
*

__What will this look like for my child?__

**Addition and subtraction within Early Level (Nursery and P1, but earlier or later for some)**

- Count items in one collection
- Establish a collection of a given numerosity (e.g. get me 6 counters from the group)
- Count items in two collections
- Count items in two collections
- With first collection screened
- With second collection screened
- With both collections screened
- Explore adding using a count-on strategy
- Explore doubles and near doubles
- Know doubles (1 to 5)

**Addition and subtraction within First Level (P2, P3 & P4, but earlier or later for some)**

- Add using a count-on strategy
- Subtract using a count-on or count-back strategy (e.g for 5 – 3, count on from 3 to 5 or count back from 5 to 3)
- Use doubles (and near doubles) in addition sums
- Add numbers to 20 using number bond facts, bridging through ten, doubles and near-doubles
- Subtract numbers to 20 using counting back, number bond facts, bridging through tens
- Add 3 numbers together (e.g. 7 + 2 + 6)

- Know and use addition and subtraction family facts (e.g. 6+3=9, 3+6=9, 9-3=6, 9-6=3)

- Add on multiples of ten to a 2-digit number (e.g. 45 + 20)

- Subtract multiples of ten from a 2-digit number (e.g. 72 – 40)
- Add tens and units with no regrouping (e.g. 34 + 21)
- Subtract tens and units with no regrouping (e.g. 76 – 35)
- Add tens and units with regrouping (e.g. 65 + 27)

Subtract tens and units with regrouping (e.g. 51 – 38)

**Addition and subtraction within Second Level (P5, P6 & P7, but earlier or later for some)**

- Add and subtract 2-digit numbers using a variety of strategies
- Add and subtract multiples of ten and hundred (e.g. 300 + 520)
- Use a variety of strategies to find a pair of numbers that add to make 100 (e.g. “What goes with 63 to make 100?”)
- Add and subtract 3-digit numbers using a variety of mental/written strategies e.g. 477+8, 534+40, 624-200 (mental) and 751-36, 621+185 (written)

- Identify the number partner to go with a decimal tenth to make one (e.g. “What goes with 0.3 to make 1?”)
- Identify the number partner to go with a decimal hundredth to make one (e.g. “What goes with 0.37 to make 1?”)
- Add and subtract decimal numbers using a variety of (written) strategies
- Add and subtract simple fractions e.g. ½ + ¼