How is addition taught in ks1

[PoppetUK]

Just looking to see how the children are taught to add i.e 59 + 23. I've heard that the column method isn't always used now so just wondered how I could help DD but the correct way.

Thanks in advance.

Different ways at different times.

Often starting with the number, adding on the tens (by counting in tens if needed) and then adding on the units. So 59, then add 20 either by going straight to 79 if the child knows 5 + 2 is 7, or if not, then by counting 69, 79. Then adding on the 3 units, either counting: 80, 81, 82. Or if slightly more advanced, by adding 1 to make 80, and then adding the other 2 to get to 82.

Other times they will add the tens together, so 50 + 20 to get 70. Then add the units together, 9 + 3 to get 12 (either by knowing that fact by install recall, or by adding on one at a time, or by using number bonds to ten, like adding one to make 10 and then two more to get 12). Then putting the 70 and the 12 together to get 82. (Possibly in stages, if needed, like 70 + 10, and then adding the 2).

Some of them do learn column adding as well, often by labelling the columns with tens and units.

As above, often using a blank number line. This is hard to explain without diagrams! But it's not that complicated and is a really useful way for children to record and work out. Will look for a link that will explain!

This is how my dd's school teaches additions here from bbc bitsize KS1.

They don't do column addition now until well after they have mastered other methods - concern is I think to make sure the understand the process, not just trudge through mechanical steps.
Welcome to the lovely world of partitioning and number lines!
I really found this book helpful - maths methods are v different from 20 years ago.
www.amazon.co.uk/Maths-Mums-Dads-Rob-Eastaway/dp/0224086359/ref=sr_1_1?ie=UTF8&qid=1298140402&sr=8-1

eeeeeeek I teach column addition in Y2

I suppose it all depends on if the school's calculation policy! We have one and our maths co-ordinator is really hot on us not teaching column addition in KS1, and to some degree I can see her point - until children have a good grasp of place value it can confuse them. We use the same method as CloudsAway. But I do find children learn in different ways. Some just don't "get" the empty numberline method that our policy tells us to use.

Column addition isn't really a different method to the informally recorded partitioning, just an efficient way of getting it down on paper. The reason for doing the steps before is that most children need them to be able to understand what's going on. No reason not to go onto column addition if they do understand it- that's when it all gets clumsy and it's recording for its own sake.
It's hard and inefficient to deal with bigger numbers without columns, just as it's hard and inefficient to use columns if you haven't understood the process. I think it was poor that when I was at school there wasn't much work before columns. And it really was learning a process. Fine for addition, subtraction and multiplication, learnt those no probs. But cane a cropper with long division because I simply learnt how to do it - then forgot again. Wasn't til I taught it years later that I really got what was going on. ( bit like the offside rule- still waiting for the lightbulb moment on that!)The thing you need is a good teacher who will spot which children have understood partitioning and are ready.

Just asked DS who is in year 2 and he said he would do 9+3 and 50+20. He does some column addition as well (I keep finding them all over the house ).

The new blank number line method is now acceptable to use up to GCSE level. (showing workings etc)

No reason why it shouldn't be, perfectly sound method. It does become tricky to add several large numbers that way though, hence why most use columns at least some of the time.

Lois, he's clearly got the idea of partitioning and adding tens and units separately then totalling. Perfect for then using columns to record.

Thanks for all the posts. DD can do number columns and is good at remembering to carry over. I like the 50 + 20 and 9+3. Now I know what method she could be using I'll give it a go.

Thanks again for all the posts. Much appreciated.

Thanks all. We've now got the counting on in 10 then adding the 3 at the end and also got the other way and the column. Easy when you know how to explain it!.

Thanks again

The biggest problem for many children is understanding and being very secure in this understanding, of place value. So they need to totally understand that 21 isn't a two and a one - it's 20 and 1 more. If they don't grasp this then there's so much maths they won't understand down the line. So many times ( and I've been guilty of this) we give children 4 numbers eg 4 7 2 3 and ask them to see how many numbers they can make out of them, or how many addition sums they can make up. It really does nothing to help their understanding of place value.