EYFSChildren will subtract two numbers by taking one away from the other and counting how many are left..

Children are encouraged to develop a mental image of the size of numbers. They learn to think about subtraction as ‘take away’ in practical, real life situations. They begin to record subtraction number sentences such as 8 – 5 = 3

Solve simple problems with fingers.

0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

Progression in written SubtractionStage 1Children move on to using Dienes equipment alongside a number track to support their developing understanding of subtraction.

13 – 4 = ?

13 cubes are lined up. 4 cubes are removed from the end of the line leaving 9 left.It is important that children keep track of how many have been removed.

Touch count and remove the number to be taken away.

Touch count to find the number that remains

For the above calculation children should also begin to use a ten rod and 2 units/ones and learn to decompose the rod.

Use Numicon to demonstrate 9 – 4 = 5OR the difference between 9 and 4 is 5.

Stage 2Children continue to use the Dienes equipment to support their calculations. They will record their own drawings of the Base 10 equipment, using lines for 10 rods and dots for the units/ones blocks. 39 – 17 = ?39 is drawn

17 is crossed outA ring is drawn around what is leftto give the answer giving 22.

37 – 19 = ?37 is drawn 9 units cannot be crossed out so a Ten is crossed out and exchanged for 10 ones which are in a line.

19 is crossed out.A ring is drawn around what is leftto give the answer 18.

Use place value arrows to support understanding if needed.

Stage 3bThis stage involves exchangeThere are not enough units/onesto subtract 6 from 1, so one of thetens from the 70 is exchanged for 10 ones.

The initial number 71 is rearranged as 60 and 11.

This would be recorded as :

Stage 5Children should be encouraged to choose and use practical manipulatives, or pictorial representations to support their calculations if needed. They will be using a formal written method but may need to briefly use expanded methods in certain situations.Children will be introduced to calculating subtractions with more than 4 digits:

They should also perform calculations where care needs to be taken to align the decimal point when setting out vertically.e.g.. 19.5m – 3·68

Stage 3a The calculation should be read as subtract 7 from 9 or 9 subtract 7

Children move from using the Base 10 method to expanded vertical method, using base 10 notation and arrow cards.Children learn to subtract the least significant facts first ( work from right to left) The answer to each individual subtraction is written underneath before these answers are recombined.

Progression in written SubtractionStage 4The final compact method as used in Stage 3cshould be consolidated .Some children may now benefit from using place value counters to scaffold their work as an alternative to Dienes.

Children should now begin to work with larger 4 digit numbers and simple decimals. Some may continue to use place value counters

The expanded method as in Stage 3c or compact method can be used. Calculations should involve those with more than one exchange, ones with a ‘zero’ and ones with decimals such as:

Stage 3c Children begin to work with 3 digit numbers

and then

begin to use the compact method.

Stage 6At this stage children should be calculating with larger numbers and decimals .They should know when to use subtraction in context and to be confident in tackling multi-step problems which involve subtraction. They should be able to decide whether to use manipulatives and representations to support their calculation but be encouraged to move to the formal written method as soon as possible.

Column subtraction Decomposition

Subtraction

12 – 2 = 10

6 - 1 = 5

Dienes equipment used

0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

Taking away and counting back

9 - 4

Different units of measure:3·4m - 127 cm

Find the difference

71 – 46 = 25

232 – 114 = 118