St. Joseph s Catholic Primary School. Calculation Policy April 2016

Transcription

1 St. Joseph s Catholic Primary School Calculation Policy April 2016

2 Information The following calculation policy has been devised to meet requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school. Age stage expectations: The calculation policy is organised according to age stage expectations as set out in the National Curriculum 2014, however it is vital that pupils are taught according to the stage that they are currently working at, being moved onto the next level as soon as they are ready, or working at a lower stage until they are secure enough to move on. Providing a context for calculation: It is important that any type of calculation is given a real life context or problem solving approach to help build children s understanding of the purpose of calculation, and to help them recognise when to use certain operations and methods when faced with problems. This must be a priority within calculation lessons. Choosing a calculation method: Children need to be taught and encouraged to use the following processes in deciding what approach they will take to a calculation, to ensure they select the most appropriate method for the numbers involved.

3 Multiplication x Foundation Stage x Progression of calculation Counting in 2s and 10s Doubling single-digit numbers Written methods Children use practical equipment and pictures to create sets of equal amounts and add together by counting. Children make a record of doubling numbers to 5 using practical equipment, pictures and symbols. Through songs, games, real life contexts and using practical equipment, children count in repeated groups of the same size (2s, 10s). Children use number lines, number tracks and hundred squares to count in 2s and 10 and notice patterns.

4 Multiplication x Year 1 x Multiply with concrete objects, arrays and pictorial representations. Written Methods Children group quantities of small objects and make pictures to show their understanding of multiplications as adding equal sets. e.g. 2 x 8 = 16; 2 groups of 8 are equal to = 15 There are 3 sweets in one bag. How many sweets are in 5 bags altogether? Give children experience of counting equal group of objects in 2s, 5s and 10s. Present practical problem solving activities involving counting equal sets or groups, as above. With support, children begin to represent multiplication sentences as arrays. Children begin to link their knowledge of counting in 2s, 5s and 10s to multiplication situations and use a number line, numicon, number track or hundred square to help them. Teacher demonstrates using a number line and hundred-square to record multiplication of 2s, 5s and 10s. Key vocabulary: groups of, lots of, times, array, altogether, multiply, count Links to the curriculum: Count in multiples of 2, 5 and 10. Solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Make connections between arrays, number patterns, and counting in twos, fives and tens. Begin to understand doubling using concrete objects and pictorial representations. Note: Note expected to write X as an equation

5 Multiplication x Year 2 x Multiply using arrays and repeated addition (using at least 2s, 5s and 10s) Children will show understanding of multiplication as repeated addition using different language structures. 5 times 3, 3 groups of 5, 5 multiplied by 3 etc. 1. Use repeated addition on a number line: Children will show understanding of multiplication as repeated addition using different language structures. 4 times 5, 4 groups of 5, 5 multiplied by 4, etc e.g. 4 x 5 = Starting from zero, make equal jumps up on a number line to work out multiplication facts and write multiplication equations using x and = signs. Children use known facts to progress on to an empty number line. 2. Use arrays: Use arrays to help teach children to understand the commutative law of multiplication, and give examples such as 3 x = 6. 5 x 3 = = 15 3 x 5 = = 15 Use mental recall: To understand 3 rows of 5 or 5 rows of 3 is the same Use mental recall: Children should begin to recall multiplication facts for 2, 3, 5 and 10 times tables through practice in counting and understanding of the operation. Key vocabulary: Groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, column, row, commutative, sets of, equal groups, times as big as, once, twice, three times...

6 Links to the curriculum: Count in steps of 2, 3 and 5 from zero, and in 10s from any number. Recall and use multiplication facts from the 2, 5 and 10 multiplication tables, including recognising odds and evens. Write and calculate number statements using the x and = signs. Show that multiplication can be done in any order (commutative). Solve a range of problems involving multiplication, using concrete objects, arrays, repeated addition, mental methods, and multiplication facts. Pupils use a variety of language to discuss and describe multiplication. Video explanation: Teaching for understanding of multiplication facts Practical multiplication and the commutative law

7 Multiplication x Year 3 x Multiply 2-digits by a single digit number Introduce the grid method for multiplying 2-digit by single-digits: 1. Use dienes to show know/derived facts 3 X 10 = X 6 1 X 4 = 2. Link the layout of the grid to an array = 184 Introduce the grid method with children physically making an array to represent the calculation (e.g. make 8 lots of 23 with 10s and 1s place value counters), then translate this to grid method format (see video clip). To do this, children must be able to: Partition numbers into tens and units Multiply multiples of ten by a single digit (e.g. 20 x 4) using their knowledge of multiplication facts and place value Recall and work out multiplication facts in the 2, 3, 4, 5, 8 and 10 times tables. Work out multiplication facts not known by repeated addition or other taught mental strategies (e.g. by commutative law, working out near multiples and adjusting, using doubling etc.) Strategies to support this are repeated addition using a number line, bead bars and arrays:

8 Key vocabulary: Groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, column, row, commutative, sets of, equal groups, times, _times as big as, once, twice, three times, partition, grid method, multiple, product, tens, units, value. Links to the curriculum: Recall and use multiplication facts for the 2, 3, 4, 5, 8 and 10 multiplication tables, and multiply multiples of 10. Write and calculate number equations using the multiplication tables they know, including 2- digit x single-digit, drawing upon mental methods, and progressing to reliable written methods. Solve multiplication problems, including missing number problems. Develop mental strategies using commutativity (e.g. 4 x 12 x 5 = 4 x 5 x 12 = 20 x 12 = 240) Solve simple problems in contexts, deciding which operations and methods to use. Develop efficient mental methods to solve a range of problems e.g using commutativity ( = = = 240) and for missing number problems:? x 5 = 20, 3 x? = 18,? x? = 32 Video explanations: Teaching the grid method as an interim step (partitioning and counters to introduce grid)

9 Multiplication x Year 4 x Multiply 2 and 3-digits by a single digit (using all multiplication tables up to 12 x 12) Developing the grid method: Encourage column addition to add accurately. Move onto short multiplication (see Y5) if and when children are confident and accurate multiplying 2 and 3-digit numbers by a single digit this way, and are already confident in carrying for written addition. Children should be able to: Approximate before they calculate, and make this a regular part of their calculating, going back to the approximation to check the reasonableness of their answer. e.g: 346 x 9 is approximately 350 x 10 = 3500 Record an approximation to check the final answer against. Multiply multiples of ten and one hundred by a single-digit, using their multiplication table knowledge. Recall all times tables up to 12 x 12 Key vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, array, column, row, commutative, groups of, sets of, lots of, equal groups, times, multiply, times as big as, once, twice, three times, partition, grid method, total, multiple, product, sets of, inverse. Links to the curriculum: Count in multiples of 6, 7, 9, 25 and 1000 Recall multiplication facts for all multiplication tables up to 12 x 12. Recognise place value of digits in up to 4-digit numbers Use place value, known facts and derived facts to multiply mentally, e.g. multiply by 1, 10, 100, by 0, or to multiply 3 numbers. Use commutativity and other strategies mentally 3 x 6 = 6 x 3, 2 x 6 x 5 = 10 x 6, 39x7 = 30 x x 7. Solve problems with increasingly complex multiplication in a range of contexts. Count in multiples of 6, 7, 9, 25 and 1000 Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

10 Multiplication x Year 5 x Multiply up to 4-digits by 1 or 2 digits. Introducing column multiplication Introduce by comparing a grid method calculation to a short multiplication method, to see how the steps are related, but notice how there are less steps involved in the column method (see video). Children need to be taught to approximate first, e.g. for 72 x 38, they will use rounding: 72 x 38 is approximately 70 x 40 = 2800, and use the approximation to check the reasonableness of their answer against. Short multiplication for multiplying by a single digit: x Pupils could be asked to work out a given calculation using the grid, and then compare it to your column method. What are the similarities and differences? Unpick the steps and show how it reduces the steps. Introduce long multiplication for multiplying by 2 digits: 18 x 3 on the 1st row (8 x 3 = 24, carrying the 2 for twenty, then 1 x 3). 18 x 10 on the 2nd row. Put a zero in units first, then say 8 x 1, and 1 x 1. Moving towards more complex numbers: (1234 x 6) (1234 x 10) Key vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, column, row, commutative, sets of, equal groups, _times as big as, once,

11 twice, three times, partition, grid method, total, multiple, product, inverse, square, factor, integer, decimal, short/long multi-plication, carry Links to the curriculum: Identify multiples and factors, using knowledge of multiplication tables to 12x12. Solve problems where larger numbers are decomposed into their factors Multiply and divide integers and decimals by 10, 100 and 1000 Recognise and use square and cube numbers and their notation Solve problems involving combinations of operations, choosing and using calculations and methods appropriately. Video explanations: Moving from grid method to a compact method Reinforcing rapid times table recall Demonstration of long multiplication

12 Multiplication x Year 6 x Short and long multiplication as in Y5, and multiply decimals with up to 2d.p by a single digit. Remind children that the single digit belongs in the units column. Line up the decimal points in the question and the answer This works well for multiplying money (.p) and other measures. Children should be able to: Use rounding and place value to make approximations before calculating and use these to check answers against. Use short multiplication (see Y5) to multiply numbers with more than 4-digits by a single digit; to multiply money and measures, and to multiply decimals with up to 2d.p. by a single digit. Use long multiplication (see Y5) to multiply numbers with at least 4 digits by a 2-digit number. Key vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated ad-dition, array, column, row, commutative, sets of, equal groups, times as big as, once, twice, three times, partition, grid method, total, multiple, product, inverse, square, factor, integer, decimal, short / long mul-tiplication, carry, tenths, hundredths, decimal. Links to the curriculum Recall multiplication facts for all times tables up to 12 x 12 (as Y4 and Y5). Multiply multi-digit numbers, up to 4-digit x 2-digit using long multiplication. Perform mental calculations with mixed operations and large numbers. Solve multi-step problems in a range of contexts, choosing appropriate combinations of operations and methods. Estimate answers using round and approximation and determine levels of accuracy. Round any integer to a required degree of accuracy.

13 Division Foundation Stage Progression of calculation Creating equal groups of a set of objects Sharing a set of objects Children use practical materials to create equal groups to solve a problem E.g. How many cars can be made with 8 wheels? Through opportunities which arise in the classroom, children share objects equally (this includes sharing into two sets to halve numbers). Children will be encouraged to count out objects in 2s and 10s when grouping and sharing if appropriate.

14 Division Year 1 Group and share small quantities Using objects, diagrams and pictorial representations to solve problems involving both grouping and sharing. Progression of calculation Halving u How many groups of 4 can be made with 12 stars? = 3 Grouping: Sharing: Example division problem in a familiar context: There are 6 pupils on this table and there are 18 pieces of fruit to share between us. If we share them equally, how many will we each get? Can they work it out and give a division statement? 18 shared between 6 people gives you 3 each. Pupils should : use lots of practical apparatus, arrays and picture representations Be taught to understand the difference between grouping objects (How many groups of 2 can you make?) and sharing (Share these sweets between 2 people) Be able to count in multiples of 2s, 5s and 10s. Find half of a group of objects by sharing into 2 equal groups. Key Vocabulary: share, share equally, one each, two each, group, groups of, lots of, array. Links to the curriculum: Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations arrays with the support of the teacher Through grouping and sharing small quantities, pupils begin to understand, division, and finding simple fractions of objects, numbers and quantities.

15 They make connections between arrays, number patterns, and counting in twos, fives and tens. Division Year 2 Progression of Calculation Halving 0 40 TU U (using jottings and equipment in context) TU 2, 5, 10 (using known facts) TU 2, 5, 10 with remainders Using: Dienes Arrays Unfix Coins Arrays: This represents 12 3, posed as how many groups of 3 are in 12? Pupils should also show that the same array can represent 12 4 = 3 if grouped horizontally. Children use bead strings, numicon and number lines to represent division as grouping. Children will be given experience of counting on in equal groups (inverse of multiplication) and counting back in equal groups (repeated subtraction). E.g = (How many equal groups of 3 are in 15?) (ref. to boat model) As children learn facts, they record using an empty number line = 5 or Children move onto calculations involving remainders with help from arrays and beaded number lines = 5 R2 (How many equal groups of 5 are in 27?) or use Unfix

16 Key Vocabulary: share, share equally, one each, two each, group, equal groups of, lots of, array, divide, divided by, divided into, division, grouping, number line, left, left over. Links to the curriculum: Count in steps of 2, 3, and 5 from 0 Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the x, and = signs. Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

17 Division Year 3 Divide 2-digit numbers by a single digit (using short division). Phase 1: Once children are secure with division as grouping and demonstrate this using number lines, arrays etc., short division for larger 2-digit numbers should be introduced, initially with carefully selected examples requiring no calculating of remainders at all. Start by introducing the layout of short division by comparing it to an array. Phase 2: Short division: Limit numbers to NO remainders in the answer OR carried (each digit must be a multiple of the divisor). Remind children of correct place value, that 96 is equal to 90 and 6, but in short division, pose: How many 3 s in 9? = 3, and record it above the 9 tens. How many 3 s in 6? = 2, and record it above the 6 units Phase 3: Once children demonstrate a full understanding of remainders, and also the short division method taught, they can be taught how to use the method when remainders occur within the calculation (e.g. 96 4), and be taught to carry the remainder onto the next digit. If needed, children should use the number line to work out individual division facts that occur which they are not yet able to recall mentally. Use dienes & the exchange method. To make the links between the dienes and the formal short division method. Key Vocabulary: share, share equally, one each, two each, group, equal groups of, lots of, array, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, _carry, remainder, multiple. Links to the curriculum: Recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables (through doubling, connect the 2, 4 and 8s). To make links with known facts for multiplication/division & derived related facts. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods. Solve problems, in contexts, and including missing number problems, involving multiplication and division.

18 Pupils develop efficient mental methods, for example, using multiplication and division facts (e.g. using 3 2 = 6, 6 3 = 2 and 2 = 6 3) to derive related facts (30 2 = 60, so 60 3 = 20 and 20 = 60 3). Pupils develop reliable written methods for division, starting with calculations of 2-digit numbers by 1- digit numbers and progressing to the formal written method of short division.

19 Division Year 4 Divide up to 3-digit numbers by a single digit Pupils move onto dividing numbers with up to 3-digits by a single digit, however problems and calculations provided should not result in remainder at this stage. Children who exceed this expectation may progress to Y5 level. When the answer for the first column is zero (1 5, as in example), children could initially write a zero above to acknowledge its place, and must always carry the number (1) over to the next digit as a remainder. Include money and measure contexts when confident! Key Vocabulary: Share, share equally, one each, two each, group, equal groups of, lots of, array, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, carry, remainder, multiple, divisible by, factor. Key number skills needed for division at Y4: Recall multiplication and division facts for all numbers up to 12 x 12. Use place value, known and derived facts to multiply and divide mentally, including: multiplying and dividing by 10 and 100 and 1. Pupils practise to become fluent in the formal written method of short division with exact answers when dividing by a one-digit number Pupils practise mental methods and extend this to three-digit numbers to derive facts, for example = 600 so = 200 Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. National Curriculum statutory requirement: Knowledge of short division. To recall multiplication & division facts for the X times tables up to 12 (pg.121)

20 Division Year 5 Divide up to 4 digits by a single digit, including those with remainders. Short division, including remainder answers: Short division with remainders: Now that pupils are introduced to examples that give rise to remainder answers, division needs to have a real life problem solving context, where pupils consider the meaning of the remainder and how to express it, ie. as a fraction, a decimal, or as a rounded number or value, depending upon the context of the problem. The answer to could be expressed as 663 and five eighths, 663 r 5, as a decimal, or rounded as appropriate to the problem involved. See Y6 for how to continue the short division to give a decimal answer for children who are confident. Include money and measure contexts. Key Vocabulary: share, share equally, one each, two each, group, equal groups of, lots of, array, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, carry, remainder, multiple, divisible by, factor, inverse, quotient, prime number, prime factors, composite number (non-prime). Links to the curriculum: Recall multiplication and division facts for all numbers up to 12 x 12 (as in Y4). Multiply and divide numbers mentally, drawing upon known facts. Identify multiples and factors, including finding all factor pairs of a number, and common factors of two number. Solve problems involving multiplication and division where larger numbers are decomposed into their factors. Multiply and divide whole numbers and those involving decimals by 10, 100 and Use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers. Work out whether a number up to 100 is prime, and recall prime numbers to 19. Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context Use multiplication and division as inverses. Interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders, as fractions, as decimals or by rounding (e.g = 24 r 2 = 24 1/2 = ). Solve problems involving combinations of all four operations, including understanding of the equals sign, and including division for scaling by different fractions and problems involving simple rates.

21 Division Year 6 Divide at least 4 digits by both single-digit and 2-digit numbers (including decimal numbers and quantities) Short division, for dividing by a single digit: e.g Short division with remainders: Pupils should continue to use this method, but with numbers to at least 4 digits, and understand how to express remainders as fractions, decimals, whole number remainders, or rounded numbers. Real life problem solving contexts need to be the starting point, where pupils have to consider the most appropriate way to express the remainder. Calculating a decimal remainder: In this example, rather than expressing the remainder as r 1, a decimal point is added after the units because there is still a remainder, and the one remainder is carried onto zeros after the decimal point (to show there was no decimal value in the original number). Keep dividing to an appropriate degree of accuracy for the problem being solved. Introduce long division by chunking for dividing by 2 digits. Find out How many 36s are in 972? by subtracting chunks of 36, until zero is reached (or until there is a remainder). Teach pupils to write a useful list first at the side that will help them decide what chunks to use, e.g.: Useful list: 1x = 36 10x = x = 3600 Introduce the method in a simple way by limiting the choice of chunks to Can we use 10 lots? Can use 100 lots? As children become confident with the process, encourage more efficient chunks to get to the answer more quickly (e.g. 20x, 5x), and expand on their useful lists. Key Vocabulary: As previously, & common factor. Links to the curriculum: Recall and use multiplication and division facts for all numbers to 12 x 12 for more complex calculations Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context. Use short division where appropriate. Perform mental calculations, including with mixed operations and large numbers. Identify common factors, common multiples and prime numbers.

22 Solve problems involving all 4 operations. Use estimation to check answers to calculations and determine accuracy, in the context of a problem. Use written division methods in cases where the answer has up to two decimal places. Solve problems which require answers to be rounded to specified degrees of accuracy.