The slides are comprehensively linked to associated pedagogical guidance in theĀ NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in theĀ DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
---|---|

1 | Pupils add two 3-digit numbers using partitioning |

2 | Pupils add two 3-digit numbers using adjusting |

3 | Pupils add a pair of 2- or 3-digit numbers using redistribution |

4 | Pupils subtract a pair of 2- or 3-digit numbers, bridging a multiple of 10, using partitioning |

5 | Pupils subtract a pair of 2-digit numbers, crossing a ten or hundreds boundary, by finding the difference between them |

6 | Pupils subtract a pair of three-digit multiples of 10 within 1000 by finding the difference between them |

7 | Pupils evaluate the efficiency of strategies for subtracting from a 3-digit number |

8 | Pupils explain why the order of addition and subtraction steps in a multi-step problem can be chosen |

9 | Pupils accurately and efficiently solve multi-step addition and subtraction problems |

10 | Pupils understand and can explain that both addition and subtraction equations can be used to describe the same additive relationship (2-digit numbers) |

11 | Pupils understand and can explain that both addition and subtraction equations can be used to describe the same additive relationship (3-digit numbers) |

12 | Pupils use knowledge of the additive relationship to rearrange equations |

13 | Pupils use knowledge of the additive relationship to identify what is known and what is unknown in an equation |

14 | Pupils use knowledge of the additive relationship to rearrange equations before solving |