Is borrowing and carrying really not taught any more (in maths)?

[BloodyNumberLines]

DD is in Primary 2 in Scotland. She's just turning 7.

She likes numbers/maths. They're doing early multiplication (2s, 5s and 10s) and I think she has a good idea of place value, as she can tell you tens and ones etc. I'm obviously not an expert.

When they are adding and taking away, they have to use a 'strategy' like a number line or tens frames or using cubes, but there has been no mention of doing the sums that we used to do at school. I'm sorry, I don't know the name of them, when there's a number above and a number below and two lines for the answer.

I asked the teacher at parents' night and she said they don't teach it any more. It just seems loads easier than drawing a number line every time.

They will do column addition. The thing about different strategies is that all/most children will find one that they can use securely and build fluency. Not just that ,but columns addition is pretty pointless if they get stuck at 9+8,they might get the method but can't get the right numbers.There are kids that can do it all mentally and some that still count on their fingers.

Yes, we have the dots in circles for multiplying!

How sad is this- I was the weird child who loved my maths jotter looking so perfect with all the sums laid out so nicely. DD's is not like that at all, but it must be nearly impossible with all the finickity number lines and circles and tens frames.

We're in Glasgow.

The written methods are great - but the idea that you build up their understanding first by using number lines and expanded column methods (as explained by a PP). It is much more about understanding what they are doing when they are exchanging and can recognise when they get a wrong answer.

They need to be totally secure with place value before they can even begin to do shortened methods.

I teach deaf children and we do a method in between which is more visual. They actually draw the towers of ten and individual ones onto a tens and ones board before they start using numbers.

When they finally get to the abstract bit, they really, really get what they are doing.

I teach column addition and subtraction to my year 3 class. Other methods are taught first to develop children's understanding of the number system, place value and the concepts which underpin column addition and subtraction.

On my phone so can't read the OP but I think you said you were in Scotland. I'm in England so it might be different, but it might be worth googling White Rose Maths to find out how maths is often taught now.

Column addition and exchanging, is the new way of explaining it. Give it a few years and it will all change again.

We teach them using number lines to count on or back then we move onto 'borrowing' or exchanging tens and ones.

We use a system called visual maths. It essentially teaches the children column addition & subtraction in a pictorial way before they move onto column method.

This is in Y2. More formal column is taught in Y3 but some of mine are already doing it.

The reason we still do numberlines as well is otherwise we can end up with children who can add 37+28 but not mentally do 39+3 for example!!

In fact, exactly what Chalkwhite said!!

This is very helpful, thank you. Parents' evening was so rushed and I didn't have time really to ask.

In English year 2 so ages 6 -7 we teach column method.

Maths is much more about "mastery" ie understanding rather than "methods". It's really important students understand how numbers work. Learning a method such column addition can cause confusion if the underlying understanding isn't there.

For teaching the exchanging methods for column addition and subtraction I find coins very useful 1p, 10p 100p coins.
When subtracting if you haven't got enough to give you have to go to the bank with the next highest place coin and exchange it for 10 of the one you need.
When you can do it with coins, you write down what you are doing.
Then switch to written with coins as backup.
Then just written.

my son has been taught to refer to the little number that goes underneath the answer box when carrying over as
'the feller in the cellar'

which I think is adorbs :)

There’s much more emphasis on a deep understanding of what’s going on rather than just being able to follow the procedure.

I teach column addition and subtraction to my year 3 class. Other methods are taught first to develop children's understanding of the number system, place value and the concepts which underpin column addition and subtraction.

Me too. We just start off the exchanging and carrying over by doing it physically with manipulatives so the children understand the concepts rather than just learning by rote.