Calculations Policy. Introduction

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Calculations Policy. Introduction"

Transcription

1 Thousands Hundreds Tens Units Tenth Hundredth thousandth Calculations Policy Introduction This Calculations Policy has been designed to support teachers, teaching assistants and parents in the progression of all four number operations (addition, subtraction, multiplication and division). Year groups have been shown for each calculation technique to show the expected teaching level for the majority of children. More able children may embed the skills more quickly and therefore may be taught skills which are above their current year group; conversely, children who are less able may be working at a level below their year group. It should be noted that children should not move beyond the teaching for their year group until they have not only mastered the skill but can also apply the skills in a variety of contexts and real-life problems. Index Page 2 Page 3 Page 6 Page 9 Page 12 Vocabulary Addition Subtraction Multiplication Division Notes on the recording of work 1. When using squared paper, one digit should be placed in each square. 2. The decimal place should be put on the vertical line between 2 squares. 3. Commas should be used to separate poly-digit numbers into groups of three starting from the right hand side and working to the left e.g. 23,400, 234,567 etc. to help in pronunciation of numbers. 4. Children should always aim to estimate the answer first before carrying out the calculation. At the end, the answer should be checked against the estimate so that unnecessary mistakes are not made. 5. When using number lines, addition jumps go above the line and subtraction jumps go below the line. 6. When writing vertical sums, the symbol should be placed on the left hand side. 7. Jottings should be shown in mathematical thinking books. 8. When labelling columns, the following notation should be used: Th H T U t h th Barrs Court Calculation Policy 1 July 2012

2 Vocabulary Associated with Number Operation Addition Vocabulary (+) Subtraction Vocabulary (-) add subtract addition take (away) plus leave more minus and how many have gone? sum one less, two less, ten less... total how many fewer is... than...? altogether difference between score double Note addition and subtraction are inverse how many more to make...? operations of each other. For example: how many more is... than...? = 10 and 10 6 = = 10 and 10 4 = 6 Multiplication Vocabulary (x) Division Vocabulary ( ) lots of halve groups of share, share equally times one each, two each, three each... multiplication group in pairs, threes... tens multiply equal groups of multiplied by divide, division, multiple of divided by, divided into product remainder times as (big, long, wide, and so on) factor repeated addition divisible by double Note multiplication and division are inverse operations of each other. For example: 6 x 4 = 24 and 24 6 = 4 4 x 6 = 24 and 24 4 = 6 Other Key Vocabulary Related to Number Operation Decimal - A fraction written as a number with a decimal point. Decimal Point - Separates the integer part of a number from its decimal fraction. Denominator - Bottom number of a fraction showing the parts the whole is divided into Digit - symbol used to show a number, so 18 is a 2-digit number. Estimate - An approximate or rough calculation, often based on rounding. Even number - A number that is divisible by 2. Numbers that end in 2, 4, 6, 8 or 0. Factor - A number is a factor of another if it divides into it with no remainders. (To make 12 you can do 1x12, 2x6, 3x4, so factors of 12 = 1, 2, 3, 4, 6) Integer - A whole number and not a decimal number. Numerator - A number above the line of a fraction showing how many parts of the whole. Odd number - Number that is not divisible by 2. Numbers that end in 1, 3, 5, 7 or 9. Partition - Where you split the whole number into parts, so 123 = 100 and 20 and 3 Place Value - The value of a digit in a number (the 6 in 2,645 is 600) Prime Number - A number that is only divisible by the number 1 and itself i.e. a number that has only two factors. The prime numbers up to 30 are 2, 3, 7, 11, 13, 17, 19, 23, 29. N.B. 1 is not prime. Round - Change a number to a more convenient value such as nearest whole number Remember rule of 5 where 5 and above rounds up. Square Number - The answer when a number is multiplied by itself. 1x1=1, 2x2=4, 3x3=9, 4x4=16 etc. Barrs Court Calculation Policy 2 July 2012

3 YEAR ADDITION FOUNDATION Children start Foundation by learning number names and the values of each digit with lots of pictorial representation and hands-on maths. They then learn to count forwards and backwards using a number track/line. They learn to recognise one more or one less (initially up to 10 and extend up to 20) and move on to slightly bigger numbers. They find the total using counting on when one group of objects is hidden and select two groups of objects to make a given total. They record their calculations as a number sentence. Children are introduced to the concept of number bonds/pairs to 10 and doubles up to = YEAR 1 In Year 1, children learn how to count forwards and backwards, using number lines, 100 squares and dienes cubes. They learn how to add a single digit to 10 and then 20. Number bonds to 10 (and moving on to 20) also feature heavily in this year group as does learning number doubles to = = Using Dienes Cubes: = 25 + =25 YEAR 2 Year 2 extend their knowledge of addition using 1 and 2-digit numbers up to 100 (and beyond for the more able). Children continue to use partitioning of numbers on number lines as well as 100 squares, pictorial representations and dienes cubes. Also, children are expected to know their number bonds to 20. Partitioning: = = = 37 Add the 10s first Barrs Court Calculation Policy 3 July 2012

4 = = YEAR Year 3 move on to short addition in the vertical format. Teachers may use the expanded form to help children understand the new skill. Next Steps to Success Column Addition: 1. Estimate the answer first. 2. Write the 2 numbers vertically where the biggest number is on the top. 3. Keep the digits in their HTU column. 4. Start with the units and add the 2 together, putting the answer below the line. 5. Add the tens digits together and put the answer below the line. 6. Underline the answer and then check against the estimate. Short Column Addition Expanded Column Addition (5 + 2) 7 0 ( ) 7 7 Next Steps Column Addition (carrying): 1. Estimate the answer first. 2. Write the 2 numbers vertically where the biggest number is on the top. 3. Keep the digits in their HTU column. 4. Start with the units and add the 2 together, putting the answer below the line. 5. If the total is greater than 9, then carry the tens into the next column. 6. Add the tens digits together and put the answer below the line. 7. If the tens total is greater than 10 then carry the 100s into the next column. 8. Underline the answer and then check against the estimate. Short Column Addition Expanded Column Addition (6 + 7) ( ) Barrs Court Calculation Policy 4 July 2012

5 Children move on to 3 and 4 digit numbers when they are ready YEAR 4 YEAR 5 Year 4 consolidate column addition and extend learning into the skills of adding decimals, particularly with measures and money. Next Steps Column Addition with Decimals 1. Ensure all of the appropriate place value headings are labelled. 2. Fix the decimal place between the units and tenths digits and ensure they line up. 3. If writing numbers in squares, put the decimal place on the vertical line between 2 squares. 4. Complete the sum as you would for whole numbers. T U. t cm cm cm 1 1 Year 5 learn to deal with mixed decimals as well as multiple addition sums. Next Steps Column Addition with Mixed Decimals = 1. Ensure all digits are in their place value columns. 2. Add a zero to ensure both numbers have the same number of digits after the decimal place (to hold the place value) 3. Complete the sum as you would for normal decimals starting with the numbers on the right hand side YEAR 6 In Year 6, children consolidate their knowledge of addition. Barrs Court Calculation Policy 5 July 2012

6 YEAR FOUNDATION SUBTRACTION Children start Foundation by learning number names and the values of each digit with lots of pictorial representation and hands-on maths. They then learn to count backwards and forwards using a number track/line. They learn to remove a smaller number from a larger number and find how many are left by counting back from the larger number (using money and objects). They also recognise how many more are needed to make a larger number by counting on. Children learn to record their calculations as number sentences. 9 4 = YEAR 1 In Year 1, children learn how to count forwards and backwards, using number lines, 100 squares and dienes cubes. They learn how to subtract a single digit to 10 and then 20 and understands the operation of subtraction as takeaway or difference = = 17 Using cubes: 25 4 = 21 - = 21 YEAR 2 Children in Year 2 move on to counting forwards and backwards on an empty number line. They learn to add and subtract multiples of 10, without crossing 100 but the more able will go beyond = Barrs Court Calculation Policy 6 July 2012

7 74 27 = 47 worked out by counting back: The steps may be recorded in a different order but it is normal to subtract the tens first. Subtraction can also be recorded using partitioning: = = 54 7 = 47 Or: = = = 47 YEAR 3 In Year 3, children start to learn a more formal written method which is the precursor to column subtraction. In this, the numbers are partitioned so that children can recognise the technique. Next Steps Column subtraction with Partitioning Estimate the answer first. 1. Write the 2 numbers vertically where the biggest number is on the top. 2. Partition the numbers but keep them in their place value columns. 3. Start with the units and subtract the bottom number from the top number, putting the answer below the line. Continue if there are hundreds. 4. Subtract the tens digits from the one above and put the answer below the line. 5. Underline the answer and then check against the estimate. It is good practise to check by doing the inverse operation (so in the eg below, = 75) = = Children move on to numbers that require decomposition (otherwise known as exchanging or borrowing. In this, the golden rule is that if a number is bigger on the bottom then you cannot take it away from a smaller number. In the first example below, the 8 cannot be taken away from 5, so one ten is exchanged for ten units making it 15-8=7. Next Steps Subtraction with Exchange 1. Set the calculation out as shown before and estimate the answer. 2. Where the units on the bottom are bigger than the top, exchange a ten for ten units so that the number on the top is now bigger. 3. Finish the calculation as normal and check against the estimate using the inverse operation = = YEAR 4 In Year 4, children move on to the standard formal written method known as column subtraction. Initially, teachers will show the expanded method alongside the short method. Barrs Court Calculation Policy 7 July 2012

8 Process Steps to Success Vertical Subtraction with Exchange 1. Estimate the answer first. 2. Write the 2 numbers vertically where the biggest number is on the top. 3. Keep the digits in their HTU column. 4. Start with the units and take the bottom one away from the top, putting the answer below the line. (If the top number is smaller, then one ten needs to be exchanged for ten units.) 5. Take the bottom tens digit away from the top one and put the answer below the line. (Again, if the top number is smaller, then one hundred needs to be exchanged for ten tens.) Underline the answer and then check against the estimate using the inverse operation Remember, if you can do the calculation mentally then this is better to do so. In the example below, this would be quite awkward to do in the formal column method. In this case, it would be much easier to count on or back using a number line: 6,003 1,997 = 4, YEAR 5 Year 5 learn to deal with subtraction of decimals and mixed decimals. Next Steps- Column Subtraction with Decimals 1. Ensure tenths and hundredths are in the appropriate column. 2. Fix the decimal place between the units and tenths digits and ensure they line up. 3. If writing numbers in squares, put the decimal place on the line between 2 squares. 4. Complete the calculation as you would for whole numbers cm 8. 5 cm cm Next Steps Column Subtraction with Mixed Decimals (As with decimals except it is essential that there is a place holder added if the numbers do not have the same number of decimal digits.) 1. Ensure all digits are in their place value columns. 2. Add a zero to ensure both numbers have the same number of digits after the decimal place (to hold the place value) 3. Complete the calculation as you would for normal decimals starting with the numbers on the right hand side = Barrs Court Calculation Policy 8 July 2012

9 YEAR 6 YEAR In Year 6, children consolidate their knowledge of subtraction. MULTIPLICATION FOUNDATION Children start by counting on in 2 s and 10 s. They also practise doubling and grouping numbers which is then linked to problem solving e.g. how many pieces of bread to make 5 sandwiches. To support children, teachers will use lots of physical equipment such as cubes, counters and other objects that the children can practise grouping and doubling. This is particularly important in Key Stage 1 as pencil and paper procedures only develop once the links are made in children s understanding. YEAR 1 Children continue counting on in 2 s, 5 s and 10 s and more able count on and back using other numbers. Children also learn to double up to Children will use pictures/diagrams to help them make groups/sets. Making sets: 3 x 5 ( 3 sets of 5 or 3 lots of 5 ) Leading to: + + = 15 Times Tables Children learn to count in twos, fives and tens. YEAR 2 Children in Year 2 continue with hands on maths based around grouping, doubling but start to use informal pencil and paper procedures, particularly a number line. Children learn to recognise that multiplication is repeated addition. They also use number squares and bigger numbers. They may start using arrays to organise their multiplication and learn common doubles of multiples of five and ten up to one hundred. E.g. Three groups of six, or six groups of three to show eighteen. Number Line: Use number lines with divisions before empty number lines. Repeated Addition: = 3 lots of 5 = 3 x 5 = 15 Times Tables Children learn the 2x, 10x and 5x tables and also all the related division facts. Children start to count in threes and fours. Barrs Court Calculation Policy 9 July 2012

10 YEAR 3 In Year 3, children start to work with bigger numbers on an empty number line and are introduced to partitioning 2-digit numbers. YEAR 4 Partitioning: = 13 x 5 = (10 x 5) + (3 x 5) = = 65 Times Tables - Children learn the 2x, 10x, 5x, 3x, 4x and 6x tables as well as the corresponding division facts. Times Tables - children learn all their times tables up to 12x and the corresponding division facts. Written methods of multiplication become more formal and introduce both the grid method and the expanded standard method. Once introduced, these should be taught side by side. Next Steps Grid Multiplication (2-digit x 1-digit) 1. Estimate the answer first. 2. Create the grid as shown below. 3. Put the single digit on the top and partition the 2-digit number down the left hand side. 4. Multiply the numbers down the side with the number on top and fill in the grid. 5. Add together the numbers in the grid and check answer against the estimate. Next Steps Grid Multiplication (2-digit x 2-digit) 1. Start as for 1-digit but partition both numbers. 2. Multiply the numbers down the side with the number on the top and fill in the grid. 3. Add together each row and create a vertical addition sum to the right. 4. Complete the addition sum. 2-digit x 1-digit: X digit x 2-digit: X = = Next Steps Expanded Standard written Multiplication 1. Estimate the answer first. 2. Line the numbers up vertically as shown below. 3. Take the bottom right digit and multiply it by both the top digits. 4. Write the calculation you have done and put it in brackets to the side. 5. (2-digit x 2-digit) repeat with the number on the bottom left. 6. Add together the numbers to get the answer and check against the estimate. 2-digit x 1-digit: x 1 5 (5 x 3) 5 0 (5 x 10) 6 5 Note, once children have mastered the concept of this method, they can stop putting the numbers in brackets. 2-digit x 2-digit: x 5 6 (7 x 8) (7 x 30) 8 0 (10 x 8) (10 x 30) Barrs Court Calculation Policy 10 July 2012

11 YEAR 5 Times Tables - children learn to mentally apply their knowledge of multiplication and division sums up to 12x to bigger numbers, eg, 17 x 5 and 23 x 4. In Year 5, children move on to short Standard written multiplication, starting with TUxU, then moving through progressive levels of difficulty of HTUxU to TUxTU. The key skills to remember are: 1 You are using the digits and not their value, so the 8 in 84 is an 8 and not When completing TU x TU sums, remember to put in the 0. If children ask, this is because you are multiplying all numbers by a number in the Ten s column so place value must be taken into account. Next Steps Short Multiplication (TU x U and HTU x U) 1. Estimate the answer first using mental methods. 2. Set the calculation out the same as the vertical expanded method. 3. Start with the bottom right hand number and multiply that with the top right hand number. 4. Put the answer below the line. If it is a 2-digit number then put a small tens digit in the next column. 5. Continue with the bottom right hand number and multiply that with the other digits on the top. 6. Underline the answer and check against the estimate. Next Steps Short Multiplication (TU x TU) 1. When you have completed using the bottom right hand digit, you need to move on to the left hand bottom digit. 2. Before you do any calculations on the second line, put in the zero. 3. Then complete the calculation in the same way (2 x 6 and then 2 x 3) 4. Add together the lines to arrive at the answer. TU x U = HTU x U = TU x TU = x x x Remember zero YEAR 6 Times Tables - Children continue to practise mentally applying their knowledge of multiplication and division sums up to 12x to bigger numbers as well as decimals. In Year 6, children develop their skills of multiplication with the introduction of decimals. The key thing to remember is that unlike for all other vertical methods shown before, this is the only one where the numbers do not need to be kept in HTU columns. Next Steps Short Multiplication with Decimals (U.t x U) 1. Estimate the answer. 2. Put the decimal number on the top and the other number below. 3. Complete the calculation as you would without the decimals but ensure that a decimal point is placed in the answer in line with the decimal point in the question x Barrs Court Calculation Policy 11 July 2012

12 Next Steps- Short Multiplication with Decimals (U.t x U.t) 1. Estimate the answer 2. Change the two decimal numbers into whole numbers by moving the digits up the required number of places until they are all to the left of the decimal point (keep track of the total number of times the digits have been moved to the left in both numbers of the calculation.) e.g. 2.3 x 4.5 -> 23 x 45 (2.3 has been moved one place to the left, 4.5 has been moved one place to the left so a total of two moves to the left have been made. 3. Calculate the altered problem using the standard written method of multiplication or grid multiplication. (23 x 45= 1035) 4. Move the current answer s digits the total number of places to the right as originally made to the left (in this case two) to get the correct answer. (1035 -> 10.35) YEAR DIVISION FOUNDATION Children learn to group / share numbers using physical apparatus. Sharing: e.g. ( 18 sweets shared between 3 children ) Their plates 6 each YEAR 1 Children continue grouping/sharing numbers and also learn to halve numbers up to 20. Grouping: 18 grouped in 3 s = 6 groups Children start to use number lines to divide single digit numbers by single digit numbers and begin to recognise the idea of remainders. E.g. 9 2= 4 r Barrs Court Calculation Policy 12 July 2012

13 YEAR 2 In Year 2, children learn that multiplication and division are inverse operations of each other. They use number lines, 100 squares and physical apparatus to practise division as repeated subtraction. They also learn there may be numbers left over (remainders) Repeated Subtraction: = = 5 r 1 Children to start arranging these sorts of problems into arrays to help with multiplication facts. E.g. YEAR 3 Three groups of six, or six groups of three to show eighteen. In Year 3, children continue with informal methods of division using such apparatus as number lines and number squares. Each of these jumps are lots of three which need to be recorded for the final answer = 53 r YEAR 4 Note it may help to get children to ring the remainder to make it clear. In Year 4, children develop their knowledge of chunking using a number line into a formal written method called the chunking method. Next Steps Division by Chunking for TU U and HTU U 1. Set out the numerator (larger number) inside a bus stop with the denominator to the left. 2. Calculate how many lots of 10 you can get from the number and record in brackets to the right. This might be lots of 10 (examples 1 and 2) or multiples of 10 (example 3). 3. Take this away from the original number to leave the remainder. 4. If you can take some more lots of 10 away then repeat. Otherwise take away some singles and record in brackets to the right. 5. The answer is the numbers in brackets added together (example 1). The answer might not work out exactly, in which case there will be also be a remainder (examples 2 and 3). 6. Display the final answer below or to the side of the calculation. Barrs Court Calculation Policy 13 July 2012

14 Example = (10x) (2x) Example = 32 r (10x) (10x) (10x) (2x) 4 Example = 32 r (30x) (2x) 4 YEAR 5 In Year 5, children move on to the short method of division, sometimes know as the bus stop method. Process Steps to Success Short Division 1. Estimate an approximate answer. 2. Set out the bus stop with the number being divided by, by the bus stop and the number being divided into, into the bus stop. 3. Calculate how many of the outer number go into the first digit of the inner number. If the first digit is smaller than the outer number then use the first 2 digits. 4. Put the answer above the bus stop and carry the remainder to the next digit. 5. Repeat until you reach the decimal place. There may or may not be a remainder. 6. Put the answer back into the number sentence and check against the estimate = 32 r r Note, the remainder can be shown as a fraction with the denominator (4/6ths) Barrs Court Calculation Policy 14 July 2012

15 YEAR 6 In Year 6, children learn to deal with remainders as decimals as well as numbers that have decimals in them. They also learn long division which is any number divided by a 2-digit number. Next Steps Short Division with Decimals 1. The first part of the sum is the same as for remainders. 2. When you reach the end of the number and have a remainder, instead of stopping there, add a decimal place and as many zeros as you may need (this does not change the number) 3. Add the remainder to the first zero and carry on. 4. You probably will not want to go further than 2 or 3 decimal places = If the decimal part of the answer keeps repeating (recurring) then show 2 digits the same and put a dot above the second digit. So one third would be shown as 0.33 Next Steps Division by Chunking for HTU TU 1. Set out the numerator (larger number) inside a bus stop with the denominator to the left. 2. Calculate how many lots of 10 you can get from the number and record in brackets to the right. This might be lots of 10 (examples 1 and 2) or multiples of 10 (example 3). 3. Take this away from the original number to leave the remainder. 4. If you can take some more lots of 10 away from the remainder then repeat. Otherwise take away lots of fives or some singles and record in brackets to the right. 5. The answer is the numbers in brackets added together, with any remainder being displayed at the bottom of the calculation (example 1). 6. Display the final answer below or to the side of the calculation. Example (10x) (5 x) =15r (10x) (1 x) =11 Barrs Court Calculation Policy 15 July 2012

16 Next Steps Long Division The method for long division will only be taught to those children deemed necessary, as the Chunking method for Long division is currently a sufficient technique for use in calculation at Year 6. Barrs Court Calculation Policy 16 July 2012

Year 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.

Year 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. Year 1 Add with numbers up to 20 Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. +1 +1 +1 Children should: Have access to a wide

More information

Swavesey Primary School Calculation Policy. Addition and Subtraction

Swavesey Primary School Calculation Policy. Addition and Subtraction Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday

More information

The Crescent Primary School Calculation Policy

The Crescent Primary School Calculation Policy The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has

More information

Count back in ones on a numbered number line to take away, with numbers up to 20

Count back in ones on a numbered number line to take away, with numbers up to 20 SUBTRACTION Stage 1 Subtract from numbers up to 20 Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes etc. and in familiar contexts, and are

More information

Multiplication. Year 1 multiply with concrete objects, arrays and pictorial representations

Multiplication. Year 1 multiply with concrete objects, arrays and pictorial representations Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical

More information

Maths methods Key Stage 2: Year 3 and Year 4

Maths methods Key Stage 2: Year 3 and Year 4 Maths methods Key Stage 2: Year 3 and Year 4 Maths methods and strategies taught in school now are very different from those that many parents learned at school. This can often cause confusion when parents

More information

CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS

CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS 1 This policy outlines both the mental and written methods that should be taught from Year 1 to Year 6. The policy has been written

More information

PUTTERIDGE PRIMARY SCHOOL

PUTTERIDGE PRIMARY SCHOOL Calculations policy Version 3 PUTTERIDGE PRIMARY SCHOOL Autumn 2015 Authored by: Rob Weightman Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence

More information

Calculation strategies for subtraction

Calculation strategies for subtraction Calculation strategies for subtraction 1 Year 1 Subtract numbers up to 20. Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways

More information

PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION

PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children

More information

MULTIPLICATION. Present practical problem solving activities involving counting equal sets or groups, as above.

MULTIPLICATION. Present practical problem solving activities involving counting equal sets or groups, as above. MULTIPLICATION Stage 1 Multiply with concrete objects, arrays and pictorial representations How many legs will 3 teddies have? 2 + 2 + 2 = 6 There are 3 sweets in one bag. How many sweets are in 5 bags

More information

Addition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15

Addition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15 Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123

More information

Addition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on.

Addition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on. Year 1 add with numbers up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,

More information

Maths Calculation Booklet for parents

Maths Calculation Booklet for parents Maths Calculation Booklet for parents INTRODUCTION This booklet is intended to explain the ways in which your children are taught to write down their calculations. We have revised the school calculation

More information

Calculation Policy Version 1 January 2015

Calculation Policy Version 1 January 2015 2015 Calculation Policy Version 1 January 2015 NATIONAL CURRICULUM 2014 ABBOTSMEDE PRIMARY SCHOOL CASTOR C OF E PRIMARY SCHOOL DISCOVERY PRIMARY SCHOOL DOGSTHORPE INFANTS EYE C OF E PRIMARY SCHOOOL NENE

More information

CALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order

CALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order CALCULATIONS Pupils should be taught to: Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order As outcomes, Year 1 pupils should, for example:

More information

Subtraction Year 1 6 2 = 4

Subtraction Year 1 6 2 = 4 Subtraction Year 1 Key Vocabulary Key skills for subtraction at Y1: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts

More information

Progression through the teaching of addition and subtraction

Progression through the teaching of addition and subtraction Progression through the teaching of addition and subtraction Maths has changed! The maths work your child is doing at school may look very different to the kind of sums you remember. This is because children

More information

Addition and subtraction. Key Stage 1:

Addition and subtraction. Key Stage 1: Key Stage 1: The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve

More information

I know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10

I know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10 Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when

More information

CALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction

CALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read

More information

Simonside Primary School Progression in Multiplication

Simonside Primary School Progression in Multiplication Simonside Primary School Progression in Multiplication Year Objective Method Pictorial/ EYFS Chanting of counting in 2s Repeated ing Counting in pairs Doubling / recorded using ICT (eg digital photos /

More information

PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION

PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children should

More information

23 33 43 To bridge through a multiple of 10 eg 36 + 8 = 44 +4 +4

23 33 43 To bridge through a multiple of 10 eg 36 + 8 = 44 +4 +4 ADDITION Foundation Stage Year 1 Year 2 Year 3 Begin to represent numbers using fingers, marks on paper or pictures. Begin to relate addition to combining 2 groups of objects. Eg. Practical activities,

More information

PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION

PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION THE FOLLOWING ARE STANDARDS THAT WE EXPECT THE MAJORITY OF CHILDREN TO ACHIEVE BY THE END OF THE YEAR. YR Related objectives: Count repeated groups of

More information

Mathematics. Steps to Success. and. Top Tips. Year 5

Mathematics. Steps to Success. and. Top Tips. Year 5 Pownall Green Primary School Mathematics and Year 5 1 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to

More information

EYFS. Learning Objectives Success criteria Method. Mickleover Primary School Calculation Policy Division. Solve problems involving halving and sharing

EYFS. Learning Objectives Success criteria Method. Mickleover Primary School Calculation Policy Division. Solve problems involving halving and sharing Mickleover Primary School Calculation Policy Division Learning Objectives Success criteria Method Solve problems involving halving and sharing Using concrete apparatus, children will be able to find a

More information

PROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6

PROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6 PROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6 Begin to understand multiplication by using concrete objects, pictorial

More information

How we teach calculations in Maths A Parent s Guide

How we teach calculations in Maths A Parent s Guide How we teach calculations in Maths A Parent s Guide Belmont Maths Department 2011 1 Contents Introduction...Page 3 Maths at Belmont...Page 4 Addition...Page 5 Subtraction...Page 7 Multiplication...Page

More information

Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5.

Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5. Maths Level Targets This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year

More information

Subtraction. Year 1 subtract from numbers up to 20

Subtraction. Year 1 subtract from numbers up to 20 Year 1 subtract from up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,

More information

Make your child a Maths Star!

Make your child a Maths Star! Make your child a Maths Star! A parents guide to helping your children with Maths Booklet 2 of 3: Key Stage 2 Year 3 to Year 4 It wasn t like this when I was AT school! Have you ever wished that you understood

More information

Subtraction. Subtraction September 2015. Learning Intention Strategy Resources End of year expectation. Year Group

Subtraction. Subtraction September 2015. Learning Intention Strategy Resources End of year expectation. Year Group Subtraction Group Learning Intention Strategy Resources End of year expectation Early s 1:1 correspondence with objects Recognising correct Counting backwards Taking away from a set of objects Counting

More information

+ Addition + Tips for mental / oral session 1 Early addition. Combining groups of objects to find the total. Then adding on to a set, one by one

+ Addition + Tips for mental / oral session 1 Early addition. Combining groups of objects to find the total. Then adding on to a set, one by one + Addition + We encourage children to use mental methods whenever possible Children may not need to be taught every step STEP Tips for mental / oral session Counting Concept & images Comments Early addition

More information

Progression towards a standard written method of Calculation

Progression towards a standard written method of Calculation Progression towards a standard written method of Calculation Introduction Children are introduced to the process of Calculation through practical, oral and mental activities. Through these activities they

More information

Fractions. Cavendish Community Primary School

Fractions. Cavendish Community Primary School Fractions Children in the Foundation Stage should be introduced to the concept of halves and quarters through play and practical activities in preparation for calculation at Key Stage One. Y Understand

More information

Coffee and Calculations

Coffee and Calculations Coffee and Calculations SUBTRACTION _ Workshop 2 To help you: Aims of session Develop your knowledge of the subtraction methods that children use in school Understand the progression in methods used as

More information

Number: Multiplication and Division with Reasoning

Number: Multiplication and Division with Reasoning count in multiples of twos, fives and tens (copied from Number and Number: Multiplication and Division with Reasoning MULTIPLICATION & DIVISION FACTS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count in

More information

Number: Multiplication and Division

Number: Multiplication and Division MULTIPLICATION & DIVISION FACTS count in steps of 2, 3, and 5 count from 0 in multiples of 4, 8, 50 count in multiples of 6, count forwards or backwards from 0, and in tens from any and 100 7, 9, 25 and

More information

SUBTRACTION CALCULATION GUIDANCE

SUBTRACTION CALCULATION GUIDANCE SUBTRACTION CALCULATION GUIDANCE Year 1 read, write and interpret mathematical statements involving, subtraction (-) and equals (=) signs represent and use number bonds and related subtraction facts within

More information

Written methods for addition of whole numbers

Written methods for addition of whole numbers Stage 1: The empty number line Mathematics written methods at the Spinney Written methods for addition of whole numbers The mental methods that lead to column addition generally involve partitioning, e.g.

More information

Multiplication & Division. Years 3 & 4

Multiplication & Division. Years 3 & 4 Multiplication & Division Years 3 & 4 A booklet for parents Help your child with mathematics Multiplication & Division Year 3- Current Objectives Pupils should be taught to: Derive and recall multiplication

More information

Addition and Subtraction

Addition and Subtraction Year 2 Addition and Subtraction Recall and use addition and subtraction facts up to 20 fluently, and derive and use related facts up to 100. Add and subtract with concrete objects, representations and

More information

Maths Calculation Policy September 2014

Maths Calculation Policy September 2014 Maths Calculation Policy September 2014 Addition and Subtraction Progression Policy Adapted March 2014 to incorporate Years 1-2 and 7+ Visual Images??? Children should be selecting one of these three visual

More information

Teaching Pupils to calculate

Teaching Pupils to calculate Teaching Pupils to calculate It is vital that all schools have a calculation policy that is followed throughout the school. The calculation policy should allow the methods to build upon prior learning

More information

Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1. Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

More information

Step 1 Representations Recordings Number count reliably with numbers from 1 to 20. Bead strings to 20 and 100 5+3=8 15+3=18. What else do you know?

Step 1 Representations Recordings Number count reliably with numbers from 1 to 20. Bead strings to 20 and 100 5+3=8 15+3=18. What else do you know? Progression in calculation: Abbey Park Middle School NH 2013/2014 amended for APMS by IT June 2014, Addition and Subtraction Step 1 Representations Recordings count reliably with from 1 to 20 What number

More information

Addition and subtraction

Addition and subtraction Addition and subtraction numbers using concrete objects, pictorial representations. All number facts 10 are secure by the end of Year 1 in order to progress and consolidate decimal numbers in KS2. From

More information

Summary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.

Summary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg. Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in

More information

Teaching Guidance. For. Counting and Partitioning Numbers

Teaching Guidance. For. Counting and Partitioning Numbers Teaching Guidance For Counting and Partitioning Numbers (Overcoming Barriers Moving Levels 1 to 2, 2 to 3, 3 to 4, 4 to 5) 1 of 2 The National Strategies Primary Overcoming barriers in mathematics helping

More information

MATHS ACTIVITIES FOR REGISTRATION TIME

MATHS ACTIVITIES FOR REGISTRATION TIME MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.

More information

Numeracy Targets. I can count at least 20 objects

Numeracy Targets. I can count at least 20 objects Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

More information

Mathematics. Steps to Success. and. Top Tips. Year 6

Mathematics. Steps to Success. and. Top Tips. Year 6 Pownall Green Primary School Mathematics and Year 6 1 Contents Page 1. Multiply and Divide Decimals 3 2. Multiply Whole Numbers 3. Order Decimals 4 4. Reduce Fractions 5. Find Fractions of Numbers 5 6.

More information

PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION

PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION Knowing and using number facts Foundation Find one more or one less than a number from 1 to 10 Stage Year 1 Derive and recall all pairs of numbers with

More information

Our Lady of the Visitation Catholic Primary School. Calculation-Division Policy Years 1-6

Our Lady of the Visitation Catholic Primary School. Calculation-Division Policy Years 1-6 Our Lady of the Visitation Catholic Primary School Calculation-Division Policy Years 1-6 Date of Ratification: Signed: Miss K. Coll (HEAD TEACHER) Review date: Mrs H.McKenzie (CHAIR OF GOVERNORS) Signed:

More information

Decimals and Percentages

Decimals and Percentages Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line

More information

Calculations at Holy Cross. Addition and Subtraction

Calculations at Holy Cross. Addition and Subtraction Calculations at Holy Cross Addition and Subtraction Addition Mental strategies: Mental recall of number bonds 6 + 4 = 10 25 + 75 = 100 19 + = 20 Use near doubles 6 + 7 = double 6 + 1 = 13 Addition using

More information

Maths Targets for pupils in Year 2

Maths Targets for pupils in Year 2 Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS

More information

Addition. How is your child taught to add? Holy Trinity C.E. (C) Primary School. Introduction

Addition. How is your child taught to add? Holy Trinity C.E. (C) Primary School. Introduction Page 2 Introduction Holy Trinity C.E. (C) Primary School Addition How is your child taught to add? Mathematics is all around us; it underpins much of our daily lives and our futures as individuals and

More information

ADDITION. Children should extend the carrying method to numbers with at least four digits.

ADDITION. Children should extend the carrying method to numbers with at least four digits. Y5 AND Y6 ADDITION Children should extend the carrying method to numbers with at least four digits. 587 3587 + 475 + 675 1062 4262 1 1 1 1 1 Using similar methods, children will: add several numbers with

More information

Knowing and Using Number Facts

Knowing and Using Number Facts Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

More information

Arithmetic 1 Progress Ladder

Arithmetic 1 Progress Ladder Arithmetic 1 Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes

More information

Unit 11 Fractions and decimals

Unit 11 Fractions and decimals Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;

More information

Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems

Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations

More information

Year 2 Maths Objectives

Year 2 Maths Objectives Year 2 Maths Objectives Counting Number - number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write

More information

Addition. Addition September 2015. Learning Intention Strategy Resources End of year expectation. Year Group. Early Years

Addition. Addition September 2015. Learning Intention Strategy Resources End of year expectation. Year Group. Early Years Addition Group Learning Intention Strategy Resources End of year expectation Early s 1:1 correspondence with objects Recognising correct numbers Matching numbers to sets Counting Adding 2 sets together

More information

Teaching Guidance. For. Multiplication and Division

Teaching Guidance. For. Multiplication and Division Teaching Guidance For Multiplication and Division (Overcoming Barriers Moving Levels 1 to 2, 2 to 3, 3 to 4, 4 to 5) 1 of 2 The National Strategies Primary Overcoming barriers in mathematics helping children

More information

Record counting on method using the empty number line. +600 +50. Q What are the four related number sentences for this calculation?

Record counting on method using the empty number line. +600 +50. Q What are the four related number sentences for this calculation? Unit 11 Addition and subtraction Five daily lessons Year 5 Autumn term Unit Objectives Year 5 Find difference by counting up through next multiple of 10, 100 or 1000. Partition into H, T and U adding the

More information

Oral and Mental calculation

Oral and Mental calculation Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare

More information

A guide to how your child learns division

A guide to how your child learns division This series of leaflets are designed to help parents understand how we teach calculation at our school. Methods of calculating have changed over the years and hopefully this leaflet will help to alleviate

More information

Guidance paper - The use of calculators in the teaching and learning of mathematics

Guidance paper - The use of calculators in the teaching and learning of mathematics Guidance paper - The use of calculators in the teaching and learning of mathematics Background and context In mathematics, the calculator can be an effective teaching and learning resource in the primary

More information

Calculation Policy Fractions

Calculation Policy Fractions Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised

More information

Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.

Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material

More information

In a range of practical and play contexts the child explores and solves problems involving doubling, utilising his or her own methods.

In a range of practical and play contexts the child explores and solves problems involving doubling, utilising his or her own methods. FOLTE Multiplication Policy Reception Children to count by rote in 2s to 20, 5s to 50 and 10s to 100. Doubling Children to solve problems using doubling. In a range of practical and play contexts the child

More information

Supporting your KS2 child s learning in multiplication and division

Supporting your KS2 child s learning in multiplication and division Our school-home agreed mathematics strategies Supporting your KS2 child s learning in multiplication and division Information for Parents and Carers to dip in and out of when necessary Key vocabulary for

More information

Sandringham Primary School Calculation Policy

Sandringham Primary School Calculation Policy Sandringham Primary School Calculation Policy About Our Calculation Policy The following policy has been devised to meet the requirements set out in the National Curriculum 2014 for the teaching and learning

More information

Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

More information

Maths Progressions Number and algebra

Maths Progressions Number and algebra This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and

More information

Teaching programme: Reception

Teaching programme: Reception Teaching programme: Reception Counting and recognising numbers 2 8 2 2, 3 4, 5 5 6 7 7 8 Counting Say and use the number names in order In familiar contexts such as number rhymes, songs, stories, counting

More information

Paramedic Program Pre-Admission Mathematics Test Study Guide

Paramedic Program Pre-Admission Mathematics Test Study Guide Paramedic Program Pre-Admission Mathematics Test Study Guide 05/13 1 Table of Contents Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page

More information

Teaching children to calculate mentally

Teaching children to calculate mentally Teaching children to calculate mentally Teaching children to calculate mentally First published in 2010 Ref: 00365-2010PDF-EN-01 Disclaimer The Department for Education wishes to make it clear that the

More information

MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

More information

Rational Number Project

Rational Number Project Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding

More information

A set of maths games based on ideas provided by the Wiltshire Primary Maths Team. These can be used at home as a fun way of practising the bare

A set of maths games based on ideas provided by the Wiltshire Primary Maths Team. These can be used at home as a fun way of practising the bare A set of maths games based on ideas provided by the Wiltshire Primary Maths Team. These can be used at home as a fun way of practising the bare necessities in maths skills that children will need to be

More information

Year 2 Maths Objectives

Year 2 Maths Objectives Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any two-digit number, forward or

More information

TYPES OF NUMBERS. Example 2. Example 1. Problems. Answers

TYPES OF NUMBERS. Example 2. Example 1. Problems. Answers TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime

More information

My Year 1 Maths Targets

My Year 1 Maths Targets My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and

More information

National Curriculum for England 2014 Abacus Year 4 Medium Term Plan

National Curriculum for England 2014 Abacus Year 4 Medium Term Plan National Curriculum for England 2014 Year 4 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first

More information

+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson

+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson + has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding

More information

SIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3

SIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3 Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed

More information

Sense of Number. Basic Edition for. October 2014. Graphic Design by Dave Godfrey Compiled by the Sense of Number Maths Team

Sense of Number. Basic Edition for. October 2014. Graphic Design by Dave Godfrey Compiled by the Sense of Number Maths Team Sense of Number Basic Edition for October 2014 Graphic Design by Dave Godfrey Compiled by the Sense of Number Maths Team For sole use within. A picture is worth 1000 words! www.senseofnumber.co.uk The

More information

St Luke s Primary School. Calculations Policy. Multiplication. Autumn 2007

St Luke s Primary School. Calculations Policy. Multiplication. Autumn 2007 St Luke s Primary School Calculations Policy Multiplication Autumn 2007 PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION MENTAL CALCULATIONS (ongoing) These are a selection of mental calculation strategies:

More information

Exponents. Exponents tell us how many times to multiply a base number by itself.

Exponents. Exponents tell us how many times to multiply a base number by itself. Exponents Exponents tell us how many times to multiply a base number by itself. Exponential form: 5 4 exponent base number Expanded form: 5 5 5 5 25 5 5 125 5 625 To use a calculator: put in the base number,

More information

Number Families By the end of Year 1 children should be able to recall and use facts within and to 20

Number Families By the end of Year 1 children should be able to recall and use facts within and to 20 Subtract from numbers up to 20 Immerse children in practical opportunities to develop understanding of addition and subtraction. Link practical representations to a number track and on a beadstring, to

More information

Addition and Subtraction

Addition and Subtraction Year 3 Mentally; Addition and Subtraction Add and subtract: a HTO + / - a multiple of 1, 10 and 100 Estimate the answer to a calculation and use inverse operations to check answers. Solve the missing number

More information

EXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS

EXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS To the applicant: The following information will help you review math that is included in the Paraprofessional written examination for the Conejo Valley Unified School District. The Education Code requires

More information

INFORMATION FOR PARENTS AND CARERS TARGETS IN MATHEMATICS

INFORMATION FOR PARENTS AND CARERS TARGETS IN MATHEMATICS Emerging towards the expected Year 1 level I can share 6 objects between 2 children. I can write and use numbers (less than 10) in role play. I can compare bigger than and smaller than in role play. I

More information

Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3 Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

More information

YOU MUST BE ABLE TO DO THE FOLLOWING PROBLEMS WITHOUT A CALCULATOR!

YOU MUST BE ABLE TO DO THE FOLLOWING PROBLEMS WITHOUT A CALCULATOR! DETAILED SOLUTIONS AND CONCEPTS - DECIMALS AND WHOLE NUMBERS Prepared by Ingrid Stewart, Ph.D., College of Southern Nevada Please Send Questions and Comments to ingrid.stewart@csn.edu. Thank you! YOU MUST

More information

Primary Curriculum 2014

Primary Curriculum 2014 Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,

More information