Princess Frederica CE VA Primary School Calculation Policy

Reviewed: September, 2013 To be reviewed: September, 2015

This calculation policy has been produced to ensure consistency and progression in teaching throughout the school. It aims to give an overview of the key written calculation strategies that will be taught. The policy aims to identify the progression in each of the four operations that children will typically follow. Each stage builds upon previous experience. It is not intended as a straightjacket, nor is it a scheme of work. It recognises that children will develop their mathematical skills at different rates and have their own individual learning styles. They will develop calculation skills through a combination of practical, oral and mental activities. Although the focus of this policy is on pencil and paper procedures, it is important to recognise that in every written method there is an element of mental processing. Written calculation strategies will therefore be taught alongside mental calculation strategies and should be seen as complementary to and not as separate from them. Informal written recording will take place regularly and is an important part of learning and understanding. More formal written methods follow only when the child is able to use a wide range of mental calculation strategies. The emphasis of our teaching will always to be to facilitate understanding and not simply to arrive at a correct answer. Children will always be encouraged to look at a calculation/problem and then decide which is the best method to choose. Our aim is for children to be able to select an efficient method of their choice (whether this be mental, written or using a calculator) that is appropriate for a given task. They will do this by always asking themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use a pencil and paper procedure? Children may be asked to demonstrate their understanding of the different procedures in this booklet; however teachers will give children the opportunity for children to choose their preferred method as long as it is accurate and efficient. The overall aim is that when children leave Princess Frederica, they: have a secure knowledge of number facts and a clear understanding of the four operations; be able to use their knowledge and understanding to carry out calculations mentally and to apply appropriate strategies when using larger numbers. have an efficient, reliable, compact written method of calculation for each operation that can applied with confidence; use a calculator effectively, selecting the most appropriate operation and interpreting the result Further booklets regarding supporting mental calculation are available on our website for those interested.

Progression in Addition
I can record calculations using pictures Make 6 I can use bead strings or beads to illustrate addition 8+2 I can use a number line to count on in units 12 + 6
+1 +1 +1 +1 +1 +1 + 10

I can use a number line to count on in tens 27 + 30

+ 10 + 10

I can use a number line to count on in tens and units by partitioning 63 + 16

+ 10 +6

I can partition a number to bridge through a multiple of ten 16 + 7

+4 +3

12 8 + 2 = 10 I can use partitioning to solve more complex addition 375 + 167

375 = 300 + 70 + 5 167 = 100 + 60 + 7

18 12 + 6 = 18
27 37 47 57 63 73 79 16 20 23

2+4=6 3+3=6 I can add near multiples of ten by adding in tens and adjusting 35 + 19
+ 20

27 + 30 = 57 I can use the expanded method to add in columns 215 + 176

215 + 176 11 ( 5 + 6) 80 (10 + 70) 300 (200 + 100) 391

63 + 16 = 79 I can add decimal numbers using the compact method 16.4 kg +7.68 kg
16.40 +7.68 24.08
1 1

16 + 7 = 23

I can carry digits to add using the compact method 625 + 48

625 +48 673
1

Addition

-1 35 54 55

5 + 7 = 12 70 + 60 = 130 300 + 100 = 400 400 + 130 + 12 = 542

35 + 20 1 = 54

215 + 176 = 391

625 + 48 = 673

375 + 167 = 542 Vocabulary: Add, addition, total, plus, more than, and, altogether, increase, equals, make, sum etc

16.4 kg +7.68 kg = 24.08 kg

Progression in Subtraction
I can record calculations using pictures I can use bead strings or beads to illustrate subtraction 8-2 I can use a number line to count back in units 93 - 5
-1 -1 -1 -1 -1 +2

I can count on using a number line to find the difference 32 - 18

+ 10 +2

I can bridge through multiples of 10 when counting back 71 - 25

-5 - 20

I can subtract near multiples of ten by subtracting in tens and adjusting 45 - 19

-20

+1 85=3 8-2=6 I can partition numbers and subtract using decomposition 81 - 57

70 1

88 93 5 = 88

93

18

20

30

32

46

51

71

25

26

45

32 18 = 14 I can use compact decomposition to solve subtractions 647 - 286

71 25 = 46 I can use compact decomposition to solve decimal subtractions 137.4 29.6

45 19 = 26

I can partition to solve more complex subtractions using decomposition 754 136
40 1

I can use a number line to find the difference between decimals 4.1 1.8

Subtraction

80 - 50 20

1 7 4

5 1

+0.2

+2

+0.1

700 50 - 100 30 600 10

4 6 8

1.8

2.0

4.0

4.1

647 - 286 361 647 286 = 361

2 16 1

1 3 7. 4 - 2 9. 6 1 0 7. 8 137.4 29.6 = 107.8

81 57 = 24

754 136 = 618

4.1 1.8 = 2.3

Vocabulary: Subtract, subtraction, take away, minus, less than, difference, decrease, leave, how many left etc

Progression in Multiplication
I can count in 2s, 5s and 10s. I can place objects in equal groups I can understand multiplication as repeated addition 5x2 4x5
+5 +5 0 5 10 +5 +5 9
Th H T U

I can understand multiplication as repeated addition using a number line

I can multiply numbers by 10, 100 and 1000 using place value
9 2 0 0 2 0 0 0

I can simplify multiplication by partitioning 16 x 4

I can solve problems involving multiples of 10, 100, 1000 6 x 20 6 x 2 x 10 = 120

15 20

9 2

9 2 0

10 x 4 = 400 6 x 4 = 24

8 x 300 16 x 4 = 64 8 x 3 x 100 = 2400

2+2+2+2+2 5 x 2 = 10 I can multiply using the grid method 23 x 8 x 8 20 160 3 24 I can use expanded multiplication 32 x 6
32 x 6 12 (2 x 6) 180 (30 x 6) 192

4 x 5 = 20

92 x 10 = 920 92 x 100 = 9200 92 x 1000 = 92000 I can multiply using the grid method for decimals 4.9 x 3

I can multiply using the grid method for more complex problems 72 x 38
x 30 8 70 2100 560 2 60 16

I can use compact multiplication

Multiplication

24 x 37
24 x 37 168 720 888

x 3

4 12

0.9 2.7

160 + 24 = 184

2160 + 576 = 2736

12 + 2.7 = 14.7

23 x 8 = 184

32 x 6 = 192

72 x 38 = 2736

4.9 x 3 = 14.7

24 x 37 = 888

Vocabulary: Multiply, multiplication, multiple, times, lots of, groups of, product, 10 times

Progression in Division
I can share items into equal groups. I can count in 2s, 5s and 10s I can share items into equal groups I can understand division as repeated subtraction 12 3 13 3
(4 x 5) -20
0 1 2 3 4 5 6 7 8 9 10 11 12

I can understand division as repeated subtraction (with remainders

I can divide a number by chunking on a number line 72 5

(10 x 5) - 50

I can divide a number by chunking 73 3

3 73 6 0 (20 x3) 13 1 2 (4 x 3) 1

15 shared between 3 is 5

22

72

13 3 = 4 r 1 I can use a compact division method (Short division) 357 6

5 9 r3 6 3 5 57

72 5 = 14 r 2 73 3 = 24 r 1 I can use compact division method

(showing the remainder as a decimal)

I can divide a number by chunking (grouping

multiples of 10)

I can divide a number by chunking (HTU TU) 972 36

36 9 7 2 7 2 0 (20 x 36) 252 2 5 2 (7 x 36) 0

196 6
6 196 - 180 (30 x 6) 16 - 12 (2 x 6) 4

12 3 = 4 I can use a semicompact division method (Long division) 357 6

59 r3 6 357 30 57 54 3

Division

(Short division) 3859 6

6 4 3. 1 7 6 3 38 25 19 . 10 40

196 6 = 32 r 4

972 36 = 27

357 6 = 59 r3

357 6 = 59 r3

3859 6 = 643.17 (to 2 decimal places)

Vocabulary: Divide, division, divided by, share, sharing, equal, equally, how many, remainder, factor, chunking

Strategies for mental calculations

Addition and subtraction The main features of addition and subtraction: 1. Numbers can be added in any order 2. Order does matter in subtraction 3. When three numbers are added together they too can be done in any order 4. Because of the inverse relationship between addition and subtraction, every addition calculation can be replaced by an equivalent subtraction. For example, 5 + 7 = 12 implies 5 = 12 7 and 7 = 12 - 5 Counting forwards and backwards in regular steps is important in the early stages. This can be as simple as counting on or back in 1s, 5s or 10s to counting back in quarters or decimal Sometimes a calculation can be more easily worked out by changing the order of the numbers. The way in which children arrange the numbers will depend on which number facts they have instantly available to them. It is important that children know that numbers can be partitioned into, for example, hundreds, tens and ones, so that 326 = 300 + 20 + 6. In this way numbers are seen as wholes, rather than a collection of single digits in columns. As children develop their fluency they should have an appreciation of when a number is close to a multiple of 10. Compensating is a useful strategy for adding and subtracting numbers that are close to a multiple of 10, such as numbers that end in 1 or 2 or 8 or 9. The number to be added or subtracted is rounded to a multiple of 10 plus or minus the small number. For example, adding 9 is carried out by adding 10, then subtracting 1. Using near doubles is helpful if pupils have instant recall of number doubles. They can use this information when adding two numbers which are close to each other. For example 35+38 becomes double 35 + 3. Games and activities your child might enjoy Pelmanism- Find pairs of matching cards among face down cards. Aim to turn two cards which total x Dice games- Pig or Piggy Sixes is a great way of encouraging practise adding many numbers. A player may roll the dice as many times as he/she wants, mentally keeping a total of the sums that come up. When the player stops rolling, they record the total and add it to the score from the previous round. If a player rolls a 6 your score in that round returns to zero and you pass on the dice to your opponent. Guess my number- Write down or hide a mystery number. Your opponent needs to ask questions to work out what they number might be. Try to encourage mathematical questions such as, Is it odd? Is your number a multiple of 5? NIM- Make a pile of seven counters. Two players each take turns to remove either one or two counters from the pile. The player left with last counter is the loser . SLIDE- Place a counter on each of the four coloured squares. Two players take turns to move any counter one, two or three spaces, until they reach the end of the track and are removed. No jumping is allowed. The winner (or loser as agreed) is the person left with sliding the last counter of the track. Fast Figuring- Using the number cards from an ordinary pack, deal out five cards to each player. Turn up one more card to reveal the 'target number'. Players race to use their five cards and any of the four operations (+, -, x, / ) to form a statement that results in the target number. The first player to do so ins a point. If, after 3 minutes, no one can find a solution, the players show their hands for checking, then cards are shuffled and play continues.

Features of multiplication and division

Multiplication and division Three different ways of thinking about multiplication are: 1. as repeated addition, for example 3+3+3+3 2. as an array, for example, four rows of three objects 3. as a scaling factor, for example, making a line three times longer Knowing multiplication and division facts is a key objective for childrens learning. Being fluent at recalling these facts is a gradual process that takes place over time. Children should also develop the ability to multiple and divide later numbers. This ability to multiple multiples of 10 depends on their place value. Once children are familiar with some multiplication facts they can use these facts to work out others. Factors can be used to solve problems. For instance 7 x 6 can be seen as 7 x 3 x 2. Another strategy is to use doubling when dealing with multiplication by 2, 4, 8, 16 and 32 For example, 9 x 8 can be seen as 9 x 2 x 2 x 2. Another strategy is to use compensating, so that 2.9 x 9 = (3 x 9) (0.1 x 9) Games and websites to use at home Magic 15- This is a game for two players. Begin with the numbers 1 to 9. Players take turns to select a number, with each number used only once. The winner is the first player to have exactly three numbers that total 15. (There's a link to magic squares). Roll Six- Players roll six dice and use five of the numbers together with any of the four operations to make the sixth number. Points are scored for successful equations.

Two great websites everyone should visit www.mathletics.co.uk (Y1-6) www.nrich.maths.org