Adding Four Digits

Overview

Duration: 60 minutes
Class size: 30 students
Age: Year 4 (8–9 years)
Curriculum alignment:

• Mathematics Program of Study (National Curriculum for England)
• Domain: Number – Addition and Subtraction
• Specific objective: Use the formal written method of column addition to add numbers with up to 4 digits (NC Maths Year 4)

White Rose Maths Scheme reference:

• Block: Addition and Subtraction – Summer Term, Week 1-2
• Focus: Add numbers with up to 4 digits using formal written methods (column addition)

---

Learning Objectives

By the end of this lesson, pupils will:

• Understand the place value of thousands, hundreds, tens, and ones in 4-digit numbers.
• Use the formal written method (column addition) confidently to add two 4-digit numbers.
• Demonstrate reasoned strategies when adding, including carrying over digits.
• Use mental addition methods for verification.

Linked National Curriculum statements:

• "Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate."
• "Estimate and use inverse operations to check answers to a calculation."

---

Resources

• Whiteboards and pens for each pupil
• Place value charts (optional, laminated)
• Display screen/projector for modelling
• Printed addition questions (differentiated)
• Number cards (thousands, hundreds, tens, ones) for introduction activity
• Plenary quiz slides or flashcards

---

Lesson Structure

1. Starter / Introduction (10 minutes)

Purpose: Activate prior knowledge and engage curiosity.

Activity:

• Begin with a quick mental maths warm-up: Ask the class to add 237 + 865 mentally and discuss strategies used.
• Display 4-digit numbers on the board (e.g., 3,742 and 1,689).
• Using place value cards, invite volunteers to arrange the numbers into columns (Thousands, Hundreds, Tens, Ones) on a large magnetic board or interactive whiteboard.
• Discuss the importance of lining up digits correctly to add accurately.

Questioning to promote engagement & thinking:

• What happens if we don’t line up the numbers correctly?
• How do we know which digits get added together?
• What is the largest number we might get in the “ones” column when adding? What do we do if the sum is larger than 9?

AfL checkpoint:

• Ask “How confident do you feel about adding 4-digit numbers mentally or on paper? Show me thumbs up/thumbs down.”
• Use mini-whiteboards to have students write the answer to 852 + 128 to check readiness for formal methods.

---

2. Modelling (15 minutes)

Purpose: Show step-by-step how to use formal column addition with 4-digit numbers, focusing on carrying.

Teacher steps:

• Model adding 3,476 + 2,589 on the board.
  • Step 1: Write numbers in columns, ensuring digits are aligned by place value.
  • Step 2: Start adding from the ones column and write the result below.
  • Step 3: If the sum of a column is more than 9, explain and demonstrate carrying over to the next column using clear annotations.
  • Step 4: Move to tens, hundreds, and thousands, carrying where needed.
• Explain key vocabulary: carry, exchange, sum, column, place value.
• Model reasoning at each step ("7 + 9 = 16, so I put down 6 and carry 1 to the tens column...").

Questioning for deeper understanding:

• Why do we start adding from the ones column?
• What happens to the ‘extra’ digit when we add two digits and the answer is over 9?
• How would the method change if the thousands column sum is more than 9?

AfL checkpoint:

• Ask for 2 volunteers to explain the carrying method and reasoning to the class.
• Use targeted questioning to address misconceptions, e.g. “What would happen if I forgot to carry over?”

---

3. Collaborative Guided Practice (15 minutes)

Purpose: Practice with scaffolded support.

Activity:

• Pupils work in pairs with printed worksheets containing addition problems using 4-digit numbers requiring carrying (e.g., 4,367 + 2,489; 5,294 + 3,678).
• Encourage them to verbalise their steps to each other: "I add the ones first, then carry the extra 1..."
• Teacher circulates, providing instant feedback and questioning.

Additional activity:

• Give pairs a ‘challenge’ of adding a three 4-digit numbers column addition if ready.
• For lower ability pairs, provide place value charts alongside and simpler numbers (less carrying).

AfL checkpoint:

• Monitor pupil discussions, watching for correct use of formal column addition and understanding of carrying.
• Use questioning prompts like:
  • "Can you explain why you carried the one here?"
  • "How do you know this is the right answer?"
  • "Can you use mental maths or estimation to check your answer?"

---

4. Independent Practice (15 minutes)

Purpose: Assess individual fluency and understanding.

Activity:

• Pupils individually complete a selection of column addition questions involving 4-digit numbers with varying difficulty on their own mini-whiteboards or worksheet.
• Include one problem requiring adding three 4-digit numbers for early finishers.

AfL during independent work:

• Teacher circulates to identify those confidently using the method and those struggling.
• Note common errors to address in plenary or next lesson.

Targeted questioning to check:

• "What would you do if a column adds up to 13? Where does the 3 go? Where does the 1 go?"
• "Can you check your answer using the inverse operation?" (Introduce subtraction check.)

---

5. Plenary (5 minutes)

Purpose: Review learning, consolidate understanding, identify next steps.

Activity:

• Conduct a rapid-fire quiz asking:
  • "Where do we start adding numbers in column addition?"
  • "What do we do when the column total is greater than 9?"
  • "Why is it important to align numbers properly?"
• Invite 2-3 pupils to write one summation problem on the board and solve it aloud using column addition.
• Ask pupils to self-assess confidence by raising coloured cards – Green (confident), Yellow (some help needed), Red (need more practice).
• Set a short “carry challenge” for homework or next lesson.

---

Assessment for Learning (AfL) Summary

• Thumbs up/down on starter mental addition
• Mini-whiteboard responses during introduction and modelling
• Verbal explanation of carrying during modelling
• Observation and questioning during guided and independent practice
• Self and peer assessment during plenary

---

Differentiation

• Support: Use of place value charts and number cards, working in pairs, simplified numbers without carrying
• Challenge: Add three 4-digit numbers, adding 4-digit numbers with decimals (year 5 stretch), mental estimation before formal addition

---

Links to Other Subjects / Cross-curricular Opportunities

• English: Explain reasoning clearly when describing carrying method.
• Computing: Use digital tools or apps for virtual column addition practise.
• PSHE: Collaborate respectfully while working in pairs.

---

Reflection (Post-lesson Teacher Notes)

• Which pupils mastered the method and who needs further intervention?
• Were the AfL points effective at catching misunderstandings?
• Did reasoning and explanation questions deepen understanding?
• Consider using concrete materials like base ten blocks next time for students struggling with conceptualising place value in addition.

---

End of Plan