[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-179803-105":59,"doc-detail-179803-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","addition-calculation-policy-curriculum-objectives-and-strategies","Addition Calculation Policy - Curriculum Objectives and Strategies","","This document outlines a structured approach to teaching addition across multiple year levels, moving from concrete manipulatives to pictorial representations and finally abstract number relationships. It emphasizes building part-whole understanding, counting on from the larger number, regrouping to make 10, and using number bonds and related subtraction facts within 20. Later sections extend skills to adding multiples, two-digit and multi-digit column addition, friendly numbers, place value exchange, and decimal addition with appropriate place value modeling and support.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addition-calculation-policy-curriculum-objectives-and-strategies/179803/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addition-calculation-policy-curriculum-objectives-and-strategies/179803.png","ImageObject",300,407,{"name":92,"@type":93},"Bill Black","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the document progress teaching addition from early years to later years?","Question",{"text":113,"@type":114},"It progresses from concrete manipulatives to pictorial models and then to abstract number relationships, with each year adding more complex strategies and representations.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the importance of “making 10” in the early addition approach?",{"text":118,"@type":114},"“Making 10” is treated as an essential skill that supports column addition later, using pictures or number lines to regroup or partition numbers using part-part whole models and ten frames.",{"name":120,"@type":111,"acceptedAnswer":121},"How is regrouping handled in column addition?",{"text":122,"@type":114},"Regrouping is taught by exchanging units for tens (and tens for hundreds) using representations such as numicon and place value counters, with support like drawing grids and carrying tens under the line.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},179803,1790025266,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46},24189269381491,"https://ap-avatar.wpscdn.com/avatar/160000cf11732dd8392?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788146458752108895","| Year 1\u003Cbr>Objective and\u003Cbr>Strategies | Concrete |  |  | Pictorial |  |  |  |  | Abstract |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Combining\u003Cbr>two parts to\u003Cbr>make a\u003Cbr>whole: part\u003Cbr>whole model | |  | |  | | | |  | 4 + 3 = 7\u003Cbr>| Use the part-part\u003Cbr>whole diagram as\u003Cbr>shown above to move into the abstract.\u003Cbr>10= 6 + 4 |\n|  |  |  |  | Use pictures to add two numbers together as a group or in a bar. |  |  |  |  |  |  |\n|  | | Use cubes to add two numbers together in a group or as a bar. |  | |  |  |  |  |  |  |\n| Starting atthe bigger number and\u003Cbr>counting on | Start with the larger number on the bead string and then count on to the smaller number 1 by 1 to find the answer.\u003Cbr>|  |  | 12 + 5 = 17 |  |  |  |  | 5 + 12 = 17\u003Cbr>Place the larger number in your head and count on the smaller number to find your answer. |  |\n|  |  |  |  | |  |  |  | Start at the larger number on |  |  |\n|  |  |  |  | the number line and count on in ones or in one jump to find the answer. |  |  |  |  |  |  |\n\n| Regrouping to make 10.\u003Cbr>This is an essential skill for column addition later. | 6 + 5 = 11 | |  | |  | 7 + 4= 11\u003Cbr>If I am at seven, how many more do I need to make 10. How many more do I add on now? |\n| --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  | Use pictures or a number line. Regroup or partition the smaller number using the part part whole model to make 10. |  |\n|  |  |  |  | |  |  |\n|  | Start with the bigger number and use the smaller number to make 10.\u003Cbr>Use ten frames. |  | |  |  |  |\n|  | |  |  |  |  |  |\n| Represent &\u003Cbr>use number bonds and related subtraction\u003Cbr>facts within 20 | 2 more than 5 on a bead string\u003Cbr>|  |  | \u003Cbr>\u003Cbr>Children draw the tens frame and counters |  | Emphasis should be on the language\u003Cbr>‘1 more than 5 is equal to 6.’‘2 more than 5 is 7.’\u003Cbr>‘8 is 3 more than 5.’\u003Cbr>Children to develop an understanding of equality e.g. |\n\n|  |  | | 6 + □ = 11\u003Cbr>6 + 5 = 5 + □\u003Cbr>6 + 5 = □ + 4 |\n| --- | --- | --- | --- |\n| Year 2 Objective and Strategies | Concrete | Pictorial | Abstract |\n| Adding multiples often | \u003Cbr>50= 30 = 20\u003Cbr>Model using bead strings and dienes | \u003Cbr>Use representations for base ten. | 20 + 30 = 50\u003Cbr>70 = 50 + 20\u003Cbr>40 + □ = 60 |\n| Use known number facts Part part whole | Children explore ways of making numbers within 20\u003Cbr>| | |\n\n\n| Using known facts | \u003Cbr>modelled with dienes | Children draw representations of H, T and O\u003Cbr>| |\n| --- | --- | --- | --- |\n| Bar Model | | | |\n| Add a two digit number and ones | | | |\n| Add a 2 digit\u003Cbr>number and tens | \u003Cbr>Explore that the ones digit does not change | | 27 + 10 = 37\u003Cbr>27 + 20 = 47\u003Cbr>27 + □ = 57 |\n\n\n| Add two 2-digit numbers | | | \u003Cbr>Use number line and bridge ten using part whole if necessary. | |\n| --- | --- | --- | --- | --- |\n|  | Model using dienes , place value counters and numicon |  |  |  |\n| Add three 1-\u003Cbr>digit numbers | \u003Cbr>Combine to make 10 first if possible, or bridge 1o then add third digit\u003Cbr>|  | \u003Cbr>Regroup and draw representation.\u003Cbr>| \u003Cbr>Combine the two numbers that make/bridge ten then add on the third.\u003Cbr>|\n| Year 3 – Objective and Strategies | Concrete |  | Pictorial | Abstract |\n\n\n| Column Addition—noregrouping (friendly numbers) Add two or three 2 or 3-digit numbers. | Model using dienes or numicon | | |  | Children move to drawing the counters using a tens and one frame. |  | |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  | Add the ones first, then the tens, then the hundreds. |  |  |\n|  | Add together the ones first, then the tens.\u003Cbr>\u003Cbr>\u003Cbr>Move to using place value counters |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |\n| Column Addition with regrouping. | \u003Cbr>Exchange ten ones for a ten. Model using numicon and pv counters.\u003Cbr>Dienes can also be used.\u003Cbr>|  |  | |  | |  | |\n|  |  |  | Children can draw a representation of the grid to further support their understanding, carrying the ten underneath the line |  |  |  |  | ","cbCaikFd3IvqJco1","https://ap.wps.com/l/cbCaikFd3IvqJco1","pdf",1086920,"English","# Year 1 Objective and Strategies\n## Concrete\n## Pictorial\n## Abstract\n# Year 2 Objective and Strategies\n## Adding multiples\n## Part-part whole and known facts\n## Bar model and two-digit addition\n# Year 3 Objective and Strategies\n## Column addition - no regrouping\n## Column addition with regrouping\n# Year 4, 5, 6 Objective and Strategies\n## Multi-digit addition up to 4 digits\n## More than 4 digits and decimals\n## Increasing complexity with money and measures","[{\"question\":\"How does the document progress teaching addition from early years to later years?\",\"answer\":\"It progresses from concrete manipulatives to pictorial models and then to abstract number relationships, with each year adding more complex strategies and representations.\"},{\"question\":\"What is the importance of “making 10” in the early addition approach?\",\"answer\":\"“Making 10” is treated as an essential skill that supports column addition later, using pictures or number lines to regroup or partition numbers using part-part whole models and ten frames.\"},{\"question\":\"How is regrouping handled in column addition?\",\"answer\":\"Regrouping is taught by exchanging units for tens (and tens for hundreds) using representations such as numicon and place value counters, with support like drawing grids and carrying tens under the line.\"}]","Addition Calculation Policy - Curriculum Objectives and Strategies | PDF",1788338292]