Overview

Duration: 60 minutes
Class: Year 4
Number of pupils: 30

Curriculum Reference:
Mathematics Program of Study - Number - Addition and Subtraction

• Apply their increasing knowledge of mental and written methods
• Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction
• Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

(Reference: National Curriculum for England, Key Stage 2 – Years 3 and 4)

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Use the formal written method (column method) to add two 4-digit numbers accurately, including carrying numbers between columns
• Explain the reasoning behind each step of the written addition method
• Recognise and correct common errors in column addition
• Solve addition problems involving 4-digit numbers confidently

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Success Criteria

Pupils will:

• Correctly set out 4-digit numbers in columns aligned by place value
• Carry digits correctly when the sum of a column exceeds 9
• Justify the steps taken during the addition process in clear, complete sentences
• Identify when a risky error such as forgetting to carry affects the result and correct it
• Explain their thinking verbally and in writing

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Resources

• Whiteboard and visualiser
• Individual mini-whiteboards and pens for pupils
• Printed worksheet with 4-digit number addition problems
• Place value counters or base 10 equipment (optional for demonstration)
• Example addition model (copied into books)

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Lesson Structure

1. Introduction (10 minutes)

Engage and Activate Prior Knowledge:
Begin by presenting 2-digit addition problems mentally, then 3-digit to refresh mental strategies. Then introduce the challenge of adding 4-digit numbers and explain why a written method is necessary for accuracy and efficiency. Use relatable context such as adding distances travelled or population surveys to highlight real-world use.

Teacher Questioning:

• “Why do you think we might find it difficult to add large numbers just in our heads?” (Understanding and analysing)
• “What strategies have you used before when adding smaller numbers?” (Recall and applying)
• “How might writing the numbers down help us?” (Predicting outcomes)

Use a brief class discussion to gather ideas and encourage pupils to explain their current understanding.

Introduce Vocabulary:

• Column addition
• Place value
• Carry (or regroup)

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2. Teaching and Modelling (20 minutes)

Use the visualiser to model the step-by-step method for adding the following example:

Example Addition:
3,476 + 2,589 = ?

Write it clearly in column format, emphasising place value alignment.

Step 1: Add the ones column: 6 + 9 = 15, write 5, carry 1.
Step 2: Add the tens column: 7 + 8 = 15, plus 1 carry = 16, write 6, carry 1.
Step 3: Add the hundreds column: 4 + 5 = 9, plus carry 1 = 10, write 0, carry 1.
Step 4: Add the thousands column: 3 + 2 = 5, plus carry 1 = 6, write 6.

Result: 6,065

Teacher AfL Checks during modelling:

• After each column, ask a targeted question:
  “Why do we carry the 1 here? Could we just write 15 in the tens column?”
  “What will happen if we forget to add the carried number?”
  “How does knowing place value help us decide where to write the carried digit?”

Write the example clearly in their books, emphasising neat column alignment.

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3. Guided Practice (15 minutes)

Distribute worksheets with five column addition problems progressively increasing in difficulty (4-digit numbers with some requiring carrying in multiple columns).

Organise paired work allowing pupils to discuss and explain steps to each other.

Targeted Questions for paired discussion:

• “Explain why the carry moves to the next column.”
• “How can you check that your answer is correct?”
• “What would you do if your answer seems too big or too small?”

Teacher circulates to listen for reasoning, provides scaffolding where needed, and poses probing questions encouraging further explanation.

Common Misconceptions to Monitor:

• Misalignment of digits by place value
• Forgetting to carry or forgetting to add the carry in the next column
• Writing sum values as two-digit numbers in the same column (e.g., writing '15' instead of 5 with a carry 1)

Address misconceptions immediately by re-modelling or providing extra visual aids.

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4. Independent Task (10 minutes)

Pupils complete two more challenging 4-digit addition problems independently, showing all working steps. Examples can involve carrying multiple times and demonstrated in a meaningful context (e.g., total population of two towns).

Ask pupils to write one sentence explaining their method for one of the problems (metacognition).

Circulate and provide feedback on explanations and calculations.

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5. Plenary (5 minutes)

Class Discussion:

• Ask pupils to share their strategies and explanations:
  “How did using the column method help you solve the problems?”
  “Can someone explain a part that they found tricky and how they overcame it?”
  “Why is it important to align digits correctly?”
• Refer back to success criteria and self-assessment: Pupils hold up thumbs-up/thumbs-down to indicate confidence or need further practice.

Exit Ticket (Quick AfL):
Write this on board:
“Add 4,325 + 3,789 using column addition. Explain why you carried numbers where you did.”
Collect answers as they leave or on mini-whiteboards.

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Extension / Challenge Ideas

• Explore addition of decimal numbers using similar column methods when pupils are confident.
• Investigate mistakes from incorrect carry-forward and discuss impact on final answers (error analysis).

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Notes for Teachers

• Emphasise correct place value alignment throughout – it is foundational for preventing common errors.
• Encourage precise mathematical language e.g., “carry”, “sum”, “place value” to build mathematical literacy.
• Use Bloom’s Taxonomy: Ask Why and How questions, requiring explanation and justification, not just recall.
• Create a positive atmosphere where explaining thought processes is as important as getting the right answer.

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Example for Books

Thousands	Hundreds	Tens	Ones
3	4	7	6
+	2	5	8
6	0	6	5

Steps for adding this example written below the calculation:

1. 6 + 9 = 15 → write 5, carry 1
2. 7 + 8 + 1 = 16 → write 6, carry 1
3. 4 + 5 + 1 = 10 → write 0, carry 1
4. 3 + 2 + 1 = 6 → write 6

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This lesson integrates the White Rose Maths scheme approach of concrete -> pictorial -> abstract through visualisers and place value equipment if needed, along with systematic modelling and scaffolding, precisely aligned with England’s national curriculum standards for Year 4 Number – Addition.