Progression in Calculations

Addition
Objective and Concrete Pictorial Abstract
Strategies
Combining 4+3=7
two parts to
10 = 6 + 4
make a
whole: part-
whole model
4
4

2
3

Use the part-part whole

Use cubes/objects to add two Use pictures to add two numbers together as a diagram to move into the
numbers together as a group or in group or in a bar abstract
a bar
Starting at 4+2=6 5 + 12 = 17 becomes
the bigger 12 count on 5
number and
counting on

23+ 4 = 27
Put dice number in head, add on
numeral.

Start with the larger number on the Put the larger number in your
Start at the larger number on the number line and
bead string and then count on the head and count on the smaller
count on in ones or in one jump to find the answer
smaller number 1 by 1 to get the number to find the answer
answer
Regrouping 7 + 4 = 11
to make 10
6+ 5 = 11 If I am at seven, how many
Start with the more do I need to make 10?
bigger number How many more do I add on
and use the now?
smaller number
to make 10 first.

Adding 3 4 + 7 + 6 = 17
single digits Put 4 and 6 together to make 10.
Add on 7

Following on from making 10,

make 10 with 2 of the digits, then
add on the third. When 2 numbers are the
same, use doubles knowledge
and add on the third number.
Column 24 + 15 = 24 + 15 = Calculate:
method Add together the ones first then Draw the 10 blocks and ones, then combine. 24 + 15 = 39
(not over add the tens. Use the base ten
blocks to join the ones and tens 24
tens)
together.
+ 15
39
Column 146 + 527 146 + 527 Start by partitioning the
method H T 1s Children can draw a pictorial representation of the numbers before moving on to
columns and base ten equipment to further support clearly show the exchange
(making more
their learning and understanding below the addition
than ten) 146 25 + 48
+ 527 leading to 536
______ 20 + 5 + 1 81 5
40 + 8 621
60 + 13 = 73

4652+ 3679
Add up the ones and 4000 + 600 + 50 + 2
exchange 10 ones for one 10. 600 + 60 + 13 = 673
3000 + 600 + 70 + 9
7000 + 1200 + 120 + 11

146 leading to:

+ 527 4 6 5 2
+ 31 61 71 9
______
8 3 3 1

As the children move on,

introduce decimals with the
same number of decimal
places and different. Money
can be used here.
7 2 .8 2 3 .5 9
+5141.6 1 71.515
1 2 7.4 3 1. 1 4

2 3 .3 6 1
9 .0 8 0
5 9 .7 7 0
+ 2 11.320 0
9 3 .5 1 1
Subtraction
Objective and Concrete Pictorial Abstract
Strategies
Taking away Use physical objects, counters, Cross out drawn objects to show what has been 13 2 = 11
ones cubes etc to show how objects can taken away.
be taken away. 6 4=2

6 - 2=4

Counting Make the larger number in your Count back on a number line or number track. Put 12 in your head, count
back subtraction. Move the beads along back 4. What number are you
your bean string as you count at? Use your fingers to help.
backwards in ones.

15 -3 = 12

Start at the bigger number and count back the

smaller number showing the jumps on the track.
15 4 = 11
Use the counters and move them
away from the group as you take
them away counting backwards as
you go.

9-3=6
Find the Compare amounts and objects to Count on to find the difference. Hannah has 23 sandwiches.
difference find the difference. +4 Helen has 15 sandwiches.
Find the difference between
the number of sandwiches.
6

Part Part Link to addition. Use a pictorial representation of objects to show the
Whole Model If 10 is the whole and 6 is one of model.
the parts, what is the other part?

Move to using numbers within

the model.

Make 10 12 3 = 12 - 3 = 16 8 =
How many do we take off to
reach the next ten?
How many do we have left to
take off?

Make 12. Take away 2 to make 10.

Take away 1 more so you have Start at 12. Take away 2 to get to 10 and then take
taken away 3. You are left with 9. away the one more.
Column Use equipment to make the bigger Draw the equipment with the calculation alongside. 47 24 = 23
method number in tens and ones, then take 40 7
the smaller one away.
without - 20 4
regrouping 35-23 20 3

This will lead to

47
t 1s - 24
30 5 23
- 20 3
10 2

Column Use place value equipment, 836 254 836 254 = 582
method with starting with one exchange
234 126
regrouping H T 1s
700 1
800 30 6
200 + 30 + 4
- 200 50 4
500 80 2

Leading to

7
8 13 6
200 + 20 + 14 - 2 5 4
5 8 2

leading to
200 + 20 + 14 7
- 100 + 20 + 6 8 134 13
100 + 00 + 8 - 2 5 7
5 8 6
Then on to two exchanges.
Multiplication
Objective and Concrete Pictorial Abstract
Strategies
Doubling Practical activities show how to Draw pictures to show how to double a number Partition a number and then
double a number double each part before
double 4 is 8 recombining it back together.

2x4=8

5 + 5 = 10

Counting in Using concrete objects to count in Use a number line or pictures to support counting in Count in multiples of a number
multiples equal groups. multiples. aloud.
Write sequences with multiples
of numbers.
2, 4, 6, 8, 10
5, 10, 15, 20, 25

Repeated Use different objects to add equal There are 2 ducks in each circle. How many are there Write addition sentences to
addition groups altogether? describe objects and pictures.
2 + 2 +2

2+2+2=6
2 add 2 add 2 equals 6
Arrays Create arrays to show Draw arrays in different rotations to find commutative Use an array to write
showing multiplication sentences multiplication sentences. multiplication sentences and
reinforce repeated addition.
commutative
4x5=20
multiplication

5x4=20
4+4+4+4+4=20
Link arrays to area of rectangles. 5+5+5+5=20
4x5=20
5x4=20
Grid Method Start with multiplying by one
digit numbers, showing the
clear addition alongside.
35 x 7
x 30 5
7 210 35
210 + 35 = 245

Moving forward, multiply by 2

digit number showing the
different rows within the grid
method. 18 x 13
x 10 8 +
10 100 80 180
3 30 24 54
234

1342 x 18
x 1000 300 40 2 +
10 10000 3000 400 20 13420
8 8000 2400 320 16 10736
24156

leading to
35 x 7 35
x 3 7
245
Column Start with long multiplication,
reminding the children about lining
Method up their numbers clearly in columns.
If it helps, children can write out what
they are solving next to their answer.
32
x 24
600 (20x30)
40 (20x2)
+ 120 (4x30)
8 (4x2)
768

74
x 63
4200
240
210
+ 12
4662
This leads to the more compact
method.
1342
x 18
13420
+ 1 0 17 3 6
24156

supported calculations can be written

at the side:
364 364
x 24 x 1 2
7280 728 x10
+ 1 4 15 6
8736
364
x 2 1 4

1456
Division
Objective and Concrete Pictorial Abstract
Strategies
Sharing I have 10 raisins, can you share them Children use pictures or shapes to share quantities. Share 9 buns between three
equally in 2 groups? people.
objects into
groups 93=3
82=4

Division as Divide quantities into equal groups.
use cubes, counter, objects or place
grouping
value to aid understanding.
Use a number line to show jumps in groups. The number 28 7 = 4
of jumps equals the number of groups.
Divide 28 into 7 groups. How
many are there in each group?

Division Link division to multiplication by Draw an array and use lines to split the array into groups Find the inverse of multiplication
creating an array and thinking about to make multiplication and division sentences. and division sentences by
within arrays the number sentences that can be creating four linking number
created. sentences
5 x 3 = 15 7 x 4 = 28
3 x 5 = 15 4 x 7 = 28
15 3 = 5 28 7 = 4
15 5 = 3 28 4 = 7

Division with Divide objects between groups and Jump forward in equal jumps on a number line then see Complete written divisions and
see how much is left how many more you need to jump to find the remainder. show the remainder using r.
a remainder over.
13 3 11 - 2 = 5 r1 29 8 = 3 r 5

Draw dots to group them to divide an amount and clearly

show the remainder.
Short division Students can continue to use drawn diagrams with dots or Begin with divisions that divide
circles to help them divide numbers into equal groups. equally with no remainder.

Encourage them to move towards counting in multiples to

divide more efficiently.

Move on to divisions with a

remainder.

8 3 r 2 then 8 3 r2 4
4 3 3 4 4 3 3 4

then cancelled to
8 3
4 3 3 4

Long division Begin by using numbers which

can be easily multiplied using
mental skills.
3 0 3 r2
21 6 3 6 5
- 2 1 0 0 100 x 21
4 2 6 5
- 2 1 0 0 100 x 21
2 1 6 5
- 2 1 0 0 100 x 21
6 5
- 4 2 2 x 21
2 3
- 2 1 1 x 21
2