One maker for every step
- Within 10. The facts children learn first, a whole sheet at a time.
- Within 20. Sums that cross ten, like 8 + 5 and 7 + 6.
- Two digits, no regrouping. Add the ones, then the tens.
- Two digits with regrouping. Ten ones make a ten: carry it to the next column.
- Three digits. The same steps with hundreds.
Stacked or in a row
Stacked problems line the digits up in columns, the way children learn written addition with regrouping. Problems in a row (47 + 25 = ___) suit mental maths and fact practice. Both come with an answer key.
More addition
For younger children, picture addition has groups of pictures to count before the number sentence. For taking away, the subtraction worksheets work the same way, with or without borrowing.
Curriculum links in England
- ReceptionThe Number early learning goal expects quick recall of number bonds up to 5 and some to 10, including doubles.
- Year 1Children read and write number sentences with +, – and =, and add one- and two-digit numbers to 20, including 0.
- Year 2Facts to 20 become fluent, and children add a two-digit number and ones, a two-digit number and tens, and two two-digit numbers, with objects, pictures or mentally.
- Year 3Formal columnar addition is introduced for numbers with up to three digits, extending to four digits in Year 4.
Before Year 3, two-digit sums are usually worked with Dienes (base 10) apparatus, number lines and partitioning, so Year 2 children often start on the In a row layout and say how they worked each sum out.
Many classrooms say “exchange” rather than “carry” or “regroup” when ten ones become one ten, and use the same word for subtraction, so it is worth using it as you go through these sheets.
Summarised in our own words from the EYFS statutory framework (early learning goals) and the National Curriculum in England: mathematics programmes of study (DfE).
