Maths Statutory Expectations Year 1 To Year 6 Page 2
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1
2
3
4SUBTRACTION
STATUTORY EXPECTATIONS
Rapid Recall/Mental Calculations
Non-statutory guidance
Count … from 1-20 …
Practical or recorded using ICT.
Pictures/Objects
Symbolic
and say which no. is 1
I have five cakes. I eat two of them. How many do I have left?
Mum baked 9 biscuits. I ate 5. How many
Chloe was playing in the maths area. “I need three more” she
less than a given no.
were left?
said as she added some cubes to the circle. She then realised
Using quantities
she had more than her friend. “Oh, I have too many”. She
objects, subtract two
removed one. “Now we have the same”.
YR
U nos and count back
to find the answer.
During a game of skittles outdoors Joseph knocked three
[Might be recorded as: 9 – 5 = 4]
[Expected] Estimate
numbered skittles down. He was able to calculate his score in
Might be recorded as: 5 – 2 = 3
no. of objects; check
his head.
quantities by counting
up to 20. [Exceeding]
[EYFS Profile exemplifications,
STA]
Subtract
(and add)
Practical or recorded
– jumps of 1
– jumps of 1
(efficient
Represent/use number bonds
Taking away
Taking away
Counting on
Counting on
Memorise/reason with bonds
one-digit and two-digit
using ICT.
(modelled using bead strings)
(efficient jumps) 13 – 5 = 8
(modelled using bead strings)
jumps)
and related subtraction facts
to 10/20 in several forms (eg 9
numbers to 20
(9 +
9,
within 20.
+ 7 = 16; 16 - 7 = 9; 7 = 16 -
Pupils use
13 – 5 =8
18 - 9), including zero
11 – 8 = 3
With, or without,
9). Pupils should realise the
concrete objects
Problems should include
number line
effect of adding or subtracting
Read/write/interpret
terms: put together, add,
and pictorial
zero - establishes +/- as
statements involving
altogether, total, take away,
8 + 2 = 10
Y1
related operations.
addition
(+),
representations
10 + 1 = 11
distance between, more than
subtraction (-) and
(eg place value
and less than, so pupils
Pupils combine and increase
No number line:
equals (=) signs
counters, Dienes)
develop concept of +/- and
numbers, counting forwards
use operations flexibly.
and backwards.
13 – 3 = 10
10 – 2 = 8
Missing number problems
(eg 7 = ? – 9)
Recognise/use relationship
84 - 36 = 48
Recall and use subtraction
Taking away
Taking away
Recording subtraction in
Pupils extend understanding
Practical/visual images
84 - 48 = 36
TU - U
Counting on
betw. +/- to check calcs
(no number line)
facts to 20 fluently.
columns supports place
of the language of subtraction
TU - tens
and missing number
95 - 60 = 35
Derive and use related facts
value and prepares for
to include difference.
TU - TU
problems.
84 - 36 = 48
up to 100.
formal written methods
Practise subtraction to 20 to
[Show subtraction of
with larger numbers.
Pupils use concrete
Solve problems by applying
derive facts such as using 3 +
84 - 30 = 54
two numbers cannot
98 - 35 = 63
increasing knowledge of
objects and pictorial
Y2
7 = 10, 10 - 7 = 3 and 7 = 10 -
54 - 4 = 50
be done in any order.]
mental methods.
3 to calculate 30 + 70 = 100,
representations and
50 - 2 = 48
100 - 70 = 30 and 70 = 100 -
[Also jumps can be in 10s/1s]
mental strategies
[Also jumps can be in 10s/1s]
30.
Check calculations,
(eg place value counters,
including by adding to check
Dienes)
subtraction.
436 - 389 = 47
(no number line)
874 - 523 = 351
Estimate
HTU - U
Counting on
Taking away
Decomposition
Use formal written
(no decomposition)
HTU - tens
answers and
methods of columnar
326 - 178 = 148
932 - 457 = 475
HTU – hundreds
use inverse to
addition
May need to model
326 - 100 = 226
check.
Use number facts and place
with the use of
TU - TU
226 -
70 = 156
Y3
value to solve problems.
partitioning.
HTU - TU
156 -
6 = 150
HTU - HTU
150 -
2 = 148
Estimate and use
Solve subtraction two-
Pupils continue to practise
Pupils build on their
Use formal written
1324 - 968 = 356
Counting on
Decomposition
inverse operations to
methods of columnar
step problems in
both mental methods and
understanding of place value
1374 - 968 = 406
contexts, deciding
columnar addition and
and decimal notation to record
check.
subtraction.
which operations and
subtraction with increasingly
metric measures, including
Estimate, compare and
HTU - HTU
May need to model
methods to use and
large numbers to aid fluency.
money.
calculate different
Y4
ThHTU - TU
with the use of
why.
measures, including
ThHTU - HTU
partitioning.
Solve simple measure
ThHTU - ThHTU
money in pounds and
and money problems
pence.
involving fractions and
decimals to 2dp.
Subtract whole
Use rounding to check
Subtract numbers mentally
Solve problems involving
Counting on
Taking away
Decomposition
Pupils practise subtracting
They extend their knowledge
numbers >4 digits,
answers to calculations and
(no number line)
with increasingly large
number up to 3dp. [Fractions]
decimals, including a mix of
of fractions to thousandths
72.5 – 45.7 = 26.8
72.5 - 45.7 = 26.8
including using formal
determine, in the context of
numbers
whole numbers and
and connect to decimals and
methods (columnar
a problem, levels of
Solve problems involving
72.5 – 45.7
(eg 12462 - 2300 = 10162).
decimals, decimals with
measures.
accuracy.
converting betw. units of time.
subtraction).
different numbers of
Pupils mentally subtract
Pupils should go beyond the
[Measurement]
72.5 – 40
= 32.5
decimal places, and
tenths, and one-digit whole
measurement and money
Y5
Decimals up to 2dp
Solve multi-step problems
32.5 – 5
= 27.5
complements of 1.
numbers and tenths.
models of decimals (eg by
Solve problems involving
(eg 72.5 - 45.7)
in contexts, deciding which
27.5 – 0.7 = 26.8
solving puzzles.
operations/methods to use
measure [eg length, mass,
volume, money] using decimal
and why.
notation including scaling.
[Measurement]
Solve multi-step
Use knowledge of the order of operations to carry out
Perform mental calcs, incl.
Solve problems which require answers to be
There was 2.5 litres in the jug. Stuart drank 385 ml. How much
Pupils develop skills of
problems in contexts,
calculations involving subtraction.
with mixed operations and
rounded to specified degrees of accuracy.
rounding/estimating to
was left?
deciding which
large numbers.
[Fractions]
predict/check order of
18.07 km - 3.243 km
Use estimation to check answers to calculations and
operations/methods to
Y6
Using the no. line, pupils
magnitude of ans to decimal
Solve addition and subtraction multi-step problems in contexts,
determine, in the context of a problem, an appropriate
Solve problems involving the calculation and
use and why.
subtract positive/negative
calcs. Includes rounding ans
deciding which operations and methods to use and why.
degree of accuracy.
conversion of units of measure, using
Decimals up to 3dp
integers for measures such as
to a degree of accuracy &
decimal notation to 3dp where appropriate.
(Context: Measures)
temperature.
checking reasonableness.
[Measurement]
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