In Grade 4 learners are actively required to split numbers in order to solve more complex problems; for example, the number 254 can be written as 200+50+4 and can then be added say to 35 by doing the same 30+5. The hundreds are then added to hundreds (if applicable) and so on.
It seems this learner has spilt the 25 in the same way
5 + 20
and then solved for each one such that
`5divide 5 =1` and `20 divide 5=4`
The solution of 14 indicates that the child has not understood the concept of adding hundreds tens and units to get a more complex number and has therefore simply written the two numbers as
14 instead of 1 + 4= 5