10= 6 + 4 · 2017-10-18 · calculation guidance 7 column method- regrouping extend children to add...

Progression in Calculations – The Bishops’ CE & RC Primary School

Calculation Guidance 1

Addition

Objective and Strategies

Concrete Pictorial Abstract

Year One Combining two parts to make a whole: part- whole model

4 + 3 = 7 10= 6 + 4

Starting at the bigger number and counting on

Start with the larger number on the bead string and then count on to the smaller number 1 by 1 to find the answer.

12 + 5 = 17

Start at the larger number on the number line and count on in ones or in one jump to find the answer.

5 + 12 = 17 Show calculations in different orders 17 = 5+12 Place the larger number in your head and count on the smaller number to find your answer.

8 1

5

3

Use cubes to add

two numbers

together as a

group or in a bar.

Use pictures to

add two numbers

together as a

group or in a bar. Use the part-part

whole diagram as

shown above to

move into the

abstract.



Adding 1, 2, 3 more Here the language is the emphasis rather than the strategy. When using the bead string pupils should explain using language such as ‘1 more than 5 is equal to 6’

Draw 2 more hats

5 + 2 =

1 more than 5 5 + 1 = 6

2 more than 5 5 + 2 = 7

5 + 2 = 7 7 = 5 + 2 7 is equal to 5 plus 2 5 plus 2 is equal to 7

Regrouping to make 10.

6 + 5 = 11 Start with the bigger number and use the smaller number to make 10.

Use pictures or a number line. Regroup or partition the smaller number to

make 10.

7 + 4= 11 If I am at seven, how many more do I need to make 10. How many more do I add on now?



Year 2 Adding three single digit numbers Make 10

4 + 7 + 6= 17 Put 4 and 6 together to make 10. Add on 7.

Following on from making 10, make 10 with 2 of the digits (if possible) then add on the third digit.

Combine the two numbers that make 10 and then add on the remainder.

Adding multiples of ten Using the vocabulary of 1 ten, 2 tens, 3 tens etc. alongside 10, 20, 30 is important, as pupils need to understand that it is a ten and not a one that is being added. It also emphasises the link to known number facts. E.g. ‘2 + 3 is equal to 5. So 2 tens + 3 tens is equal to 5 tens.

50 = 20 + 30 50 is equal to 20 + 30 36 + 40 = 76 36 + 40 is equal to 76

Add together three groups of objects. Draw a

picture to recombine the groups to make 10.

+ +

+



Partition one number, then adding 10s and 1s Pupils can choose themselves which of the numbers they wish to partition. Pupils will begin to see when this method is more efficient than adding tens and taking away the extra ones, as shown

22 + 17 = 39 39 is equal to 22 + 17

Rounding one number, then adding the tens and taking away extra ones Pupils will develop a sense of efficiency with this method, beginning to see when rounding and adjusting is more efficient than adding tens and then ones.

22 + 17 = 39 39 = 22 + 17



Column method- no regrouping

24 + 15= Add together the ones first then add the tens. Use the Base 10 blocks first before moving onto place value counters.

After practically using the base 10 blocks and place value counters, children can draw the counters to help them to solve additions. T O

Column method, regrouping

Make both numbers on a place value

grid. Add up the units and exchange 10 ones for 1 ten.

Using place value counters, children can draw the counters to help them to solve additions.

10s 1s

40 + 9 20 + 3 60 + 12 = 72



Year 3 Counting on in tens and hundreds

22 + 30 = 52 52 = 30 + 22

Using known facts

Dienes blocks should be used alongside

pictorial and abstract representations

when introducing this strategy.

3 + 4 = 7 leads to 30 + 40 = 70 leads to 300 + 400 = 700 Also, 13 + 4 = 17 23 + 4 = 17 33 + 4 = 17 Or 3 + 14 =17 3 + 24 = 17 Or 17 = 3 + 27 = 3 +

Partition to add without regrouping HTO

As in Year 1, this is a mental strategy rather than a formal written method. Pupils use the Dienes blocks (and later, images) to represent 3- digit numbers but do not record a formal written/column method if there is no regrouping. 5 + 3 = 8 50 + 50 = 100 400 + 100

455 + 103 = 558



Column method- regrouping Extend children to add 3 numbers with either 1, 2 or 3 digits.

Make both numbers on a place value grid with base 10 apparatus. This can help children clearly see that 10 ones equal 1 ten and 10 tens equal 100.

Children can draw a pictorial representation of the columns and place value counters to further support their learning and understanding.

Add up the units and exchange 10 ones for one10.

Add up the rest of the columns, exchanging the 10 counters from one column for the next place value column until every column has been added.

Start by partitioning the numbers before moving on to clearly show the exchange below the addition. 100 + 40 + 6 500 + 20 + 7 600 + 70 + 3 = 673



Year 4 By Year 4, children will progress to adding four digit numbers Find 10, 100 and 1000 more or less than a given number

Pupils become familiar with numbers up to 1000, place value should be emphasised and comparisons drawn between adding tens, hundreds (revision - see Year 2 guidance) and thousands, including use of concrete manipulatives and appropriate images After initial teaching, this should be incorporated into transition activities and practised regularly

1042 + 1000 2042

Continue to use concrete manipulatives and pictorial representations in both teaching and reasoning activities to help secure understanding of the structure of numbers, and to develop mastery.

Children can draw a pictoral representation of the columns and place value counters to further support their learning and understanding.

2634 + 4517 7151 1 1

As children move on to decimals, money and decimal place value counters can be used to support learning. Money needs to have £ and p added separately. Only use £ OR p, not both.



Years 5/6 Column method with regrouping

Consolidate understanding using numbers with more than 4 digits and extend by adding numbers with up to 3 decimal places. Introduce decimals with the same number of decimal places and different.

Children can, if needed, continue to draw a pictorial representation of the columns and place value counters to further support their learning and understanding



Subtraction



Year One Taking away ones

Use physical objects, counters, cubes etc to show how objects can be taken away. 6 – 2 = 4

Cross out drawn objects to show what has been taken away.

18 -3= 15 8 – 2 = 6 15 = 18 – 3 15 is equal to 18 minus 3

Counting back Children should be encouraged to rely on their number bonds knowledge as time goes on, rather than using counting back as their main strategy.

Make the larger number in your subtraction. Move the beads along your bead string as you count backwards in ones. 13 – 4 Use counters and move them away from the group as you take them away counting backwards as you go.

Count back on a number line or number track

Start at the bigger number and count back the smaller number showing the jumps on the number line.

Put 13 in your head, count back 4. What number are you at? Use your fingers to help.



Find the difference Compare amounts and objects to find the difference.

Use cubes to build towers or make bars to find the difference Use basic bar models with

items to find the difference

Count on to find the difference. Draw bars to find the difference between 2 numbers.

Hannah has 22 goldfish. Helen has 15 goldfish. Find the difference between the number of goldfish the girls have.

Part Part Whole Model

Link to addition- use the part whole model to help explain the inverse between addition and subtraction. If 10 is the whole and 6 is one of the parts. What is the other part?

10 - 6 =

Use a pictorial representation of objects to show the part part whole model.

Move to using numbers within the part whole model.

10 5



Make 10

Make 14 on the ten frame. Take away the four

first to make 10 and then takeaway one more so you have taken away 5. You are left with the answer of 9.

Start at 13. Take away 3 to reach 10. Then take away the remaining 4 so you have taken away 7 altogether. You have reached your answer.

14 – 5 = 9 13 – 7 = 6 How many do we take off to reach the next 10? How many do we have left to take off?

Regroup a 10 into 10



Year 2 Part part whole Pupils explore different ways of making 20. They can do this with all numbers using the same representations. This model develops knowledge of the inverse relationship between addition and subtraction and is used to find the answer to missing number problems



Subtracting tens and ones Pupils must be taught to partition the second number for this strategy. Pupils will begin to see when this method is more efficient than subtracting tens and adding the extra ones, as shown.

53 – 12 = 41

Bridging through 10

42 – 17 = 36

Make 10 How pupils choose to apply this strategy can be up to them; however, the focus should always be on efficiency

53 – 15 = 38



Column method without regrouping

When not regrouping, partitioning is a mental strategy and does not necessarily need formal recording in columns. This representation prepares them for using subtraction when regrouping and formally recording.

Use Base 10 to make the bigger number then take the smaller number away.

Show how you partition numbers to subtract. Again make the larger number first.

Draw the Base 10 or place value counters

alongside the written calculation to help to show working.

This will lead to a clear written column subtraction.

Subtracting multiples of 10 Using the vocabulary of 1 ten, 2 tens, 3 tens, etc alongside 10, 20, 30 is important as pupils need to understand that it is a ten not a one that is being taken away.

The pictorial representation could replace the Base 10 with coloured counters representing 10s and 1s.

6 tens take away 2 tens is equal to 4 tens 60 – 40 = 20 38 – 10 = 28

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPyKt_H6h8kCFUNEFAodiFAGCA&url=http://huppiemama.com/teaching-subtraction-using-manipulatives/&bvm=bv.106923889,d.d2s&psig=AFQjCNEr_xOQu7fhwvMOMFTIen6kpdc03g&ust=1447317198959935



Column method with regrouping

Again, the pictorial representation could replace the Base 10 with counters to represent 10s and 1s. When confident, children can find their own way to record the exchange/regrouping. They could draw the counters and cross out as they exchange. Just writing the numbers as shown here shows that the child understands the method and knows when to exchange/regroup.

34 – 17 = 17 Leading to 34 -17 17 (NB but showing the exchange of a ten for 1s in the written calculation)



Year 3 Counting back in multiples of ten and one hundred

95 – 20 = 75 950 – 200 = 750

Subtracting tens and adding extra ones Pupils must be

taught to round the

number that is

being subtracted.

Pupils will develop a sense of efficiency with this method, beginning to identify when this method is more efficient than

subtracting tens and then ones.

53 -17 = 36

Using known number facts

Use Base 10 blocks alongside pictorial and abstract representations when introducing this strategy.

8 – 4 = 4 leads to 80 – 40 = 40 leads to 800 – 400 = 400



Partitioning to subtract without regrouping

As in Year 1 and 2 the focus is to developing understanding of place value and pupils should always be using concret manipulatives alongside the pictorial. Formal recording in columns is unnecessary for this mental strategy. It prepares them to subtract with 3-digits when regrouping is required.

263 – 121 = 242 856 - 724

Column method with regrouping

Use Base 10 to start with before moving on to place value counters. Start with one exchange before moving onto subtractions with 2 exchanges.

(NB – Place Value counters are more of an iconic (pictorial) representation than Base 10) Make the larger number with the place value counters

Start with the ones, can I take away 8

from 4 easily? I need to exchange one of my tens for ten ones.

Draw the counters onto a place value grid and show what you have taken away by crossing the counters out as well as

clearly showing the exchanges you make. 626 - 275

Children can start their formal written method by partitioning the number into clear place value columns.

Moving forward the

children use a more compact method.



Now I can subtract my ones.

Now look at the tens, can I take away 8 tens

easily? I need to exchange one hundred for ten tens.

Now I can take away eight tens and complete

my subtraction

Show children how the concrete method links to the written method alongside your working. Cross out the numbers when exchanging and show where we write our new amount.



Year 4 Consolidate understanding using numbers with more than 4 digits and extend by adding numbers with up to 2 decimal places. Introduce decimals with the same number of decimal places and different.

Continue to use concrete manipulatives and pictorial representations in both teaching and reasoning activities to help secure understanding of the structure of numbers, and to develop mastery.

Children can, if needed, continue to draw a pictorial representation of the columns and place value counters to further support their learning and understanding As children move on to decimals, money and decimal place value counters can be used to support learning. Money needs to have £ and p added separately. Only use £ OR p, not both.

Following previous examples and revealing the structures will lead to an understanding of subtracting any number including decimals.

Year 5/6 Consolidate understanding using numbers with more than 4 digits and extend by adding numbers with up to 3 decimal places. Introduce decimals with the same number of decimal places and different.

Children can, if needed, continue to draw a pictorial representation of the columns and place value counters to further support their learning and understanding



Multiplication



Year One Doubling (relate this to halving) NB – There is no statutory requirement to use the x and ÷ signs in Year One.

Use practical activities to show how to dou ble a number.

Draw pi ctures to show how to double a number.

Double 4 is 8

Counting in multiples (count in multiples of 2, 5, 10)

Count in multiples supported by concrete objects in equal groups. Can use fingers when skip counting.

Use a number line or pictures to continue support in counting in multiples.

Count in multiples of a number aloud. Write sequences with multiples of numbers. 2, 4, 6, 8, 10 5, 10, 15, 20, 25 , 30 4 groups of 2 is 8



Year Two Repeated addition Use skip counting to find totals of repeated additions. They may use their fingers to develop understanding of ‘groups of’.

Write addition sentences to describe objects and pictures.

Making equal groups and counting the total

The representation of this as an equation can vary. It could be 2x4 or 4x2. The importance should be placed on the vocabulary used alongside the equation. This picture could represent 2 groups of 4 or 4 twice.

Partition and recombine Partition a number and then double each part before recombining it back together.

Use cubes, Dienes, Numicon to partition a number into tens and one and double each part

Use iconic representations Double 16 is double 10 and double 6

Use different

objects to add

equal groups.



Doubling to derive new multiplication facts

Pupils learn that known facts from easier times tables can be used to derive facts from related times tables lusing doubling as a strategy. At this stage they double the 2x table facts to derive the 4x table facts.

5 x 2 = 10 5 x 4 = 20

Arrays- showing commutative multiplication

Create arrays using counters/ cubes to show multiplication sentences.

Draw arrays in different rotations to find commutative multiplication sentences.

Link arrays to area of rectangles.

Use an array to write multiplication sentences and reinforce repeated addition.



Part-part-whole model to establish the inverse relationship between multiplication and division

Use bar models with Cuisenaire rods to identify the whole, the size of the parts and the number of parts.

What multiplication and division equations can you write for each bar model? Use bead strings to prove equations.

Year 3 Doubling to derive new multiplication facts This builds on doubling strategy from Year 2.

Facts from easier times tables can be used to derive facts from related times tables using doubling as strategy.

3 x 3 = 9 3 x 6 = 18



Skip counting in multiples of 2, 3, 4, 5, 8, 10 Rehearsal of previously learnt tables as well as new content for Y3 should be incorporated into transition activities and practised regularly.

Part-part-whole model with arrays and bar models Use to establish commutativity and inverse relationship between multiplication and division

In these contexts pupils are able to identify all the equations in a fact family



Bar modelling to represent the parts, the whole and the number of parts in multiplication word problems

Cuisenaire rods can be used to create bar models that represent multiplications

Use known facts for multiplying by multiples of 10, 100 Use tables they are familiar with (not 6s, 7s or 9s)

Building on the ten times bigger

work, pupils use appropriate

Dienes blocks and place value

counters to multiply 2, 3,4, 5 and

10 by 10, 100.

3 x 2 = 6 30 x 2 = 60 300 x 2 = 600



Expanded method Multiplication of 2-digit numbers with partitioning (no regrouping) Children should consider whether partitioning is the best strategy – eg, it may be possible to use doubling or they may just know the ‘fact’. This is a ‘stepping stone’ to assist mental methods and formal written methods .

Children should consider whether partitioning is the best strategy – eg, it may be possible to use doubling or they may just know the ‘fact’. This is a ‘stepping stone’ to assist mental methods and formal written methods .

3 x 12 = 36 12 x 3 6 + 30 36

Expanded Method Multiplication of 2-digit numbers with partitioning (regrouping)

Show the link with arrays to first introduce the grid method.

4 rows of 10 4 rows of 3

Children can represent the work they have done with place value counters in a way that they understand. They can draw the counters, using colours to show different amounts or just use circles in the different columns to show their thinking as shown below.



Move on to using Base 10 to move towards a more compact method. 4 rows of 13

Move on to place value counters to show how we are finding groups of a number.We are multiplying by 4 so we need 4 rows. Fill each row with 20 + 6. Add up the columns starting with the ones. Exchange the ones for tens as needed.

4 x 26 = 104 (4 x 20 + 4 x 6) Multiply by one digit numbers and show the clear addition alongside the grid.



More examples of using base 10 (Dienes)

Year 4 Use known facts for multiplying by multiples of 10, 100 Use tables they are familiar with but all times tables facts should be learned in Year 4

Building on the ten times bigger

work, pupils use appropriate

Dienes blocks and place value

counters to multiply by 10, 100.

7 x 3 = 21 7 x 30 = 210 7 x 300 = 2100 3 x 70 = 210 3 x 700 = 2100



3 x 2 = 6 30 x 2 = 60 300 x 2 = 600 3000 x 2 - 6000

Mental multiplication of any 2-

digit number by a 1-digit number, using distributive law Pupils build on mental multiplication strategies and develop an explicit understanding of distributive law, which allows them to explore new

strategies to make more efficient calculations. As well as partitioning into tens and ones (a familiar strategy), they begin to explore compensating strategies and factorisation to find the most

efficient solution to a calculation.

Mental multiplication of 3 1-digit

numbers, using the associative law Pupils first learn that multiplication can be performed in any order, before applying this to choose the most efficient order to complete

calculations, based on their increasingly



Expanded written method

Use place value counters to show how we are finding groups of a number.We are multiplying by 4 so we need 4 rows.

Fill each row with 126.

Add up each column, starting with the ones making any exchanges needed.

Then you have your answer.



Short multiplication of a 3 digit number by a 1-digit number Begin with no regrouping, then just the ones to the tens. With practice, pupils will be able to regroup into any column.

Conceptual understanding is supported by the use of place value counters, both during teacher demos and during own practice

Year 5 Expanded method for multiplying numbers with up to 4 digits by a one or two digit number

Show the link with arrays to first introduce the expanded method

18 x 13 = 10 x 10 10 x 8 3 x 10 3 x 8 100 + 80 + 30 + 24



Moving forward, multiply by a 2 digit number showing the different rows within the grid method.

Multiply (and divide) whole numbers and those involving decimals by 10, 100 or 1000

Use Base 10 to show the process of multiplying and dividing by 10

Show the relationship between multiplication and division by moving digits left to multiply and right to divide.

0.41 x 10 = 4.1 0.41 x 100 = 41 0.41 x 1000 = 410 etc



Year 5/6 Column multiplication

Children can continue to be supported by place value counters.

It is important at this stage that they always multiply the ones first and note down their answer followed by the tens which they note below.

Bar modelling and number lines can support learners when solving problems with multiplication alongside the formal written methods.

Column multiplication Long and short written methods

Start with long multiplication, reminding the children about lining up their numbers clearly in columns. If it helps, children can write out what they are solving next to their answer.



This moves to the more compact method.



Division



Year 1 Sharing objects into groups

I have 10 cubes, can you share them equally in 2 groups?

Children use pictures or shapes to share quantities. There are 8 flowers. Ring groups of 2. There are….groups of 2.

Share 9 buns between three people. Written calculations using ÷ are not used in Year 1.

Divide quantities into equal groups. Use cubes, counters or objects to aid understanding.

Use a number line to show jumps in groups. The number of jumps equals the number of groups.

Divide 10 into 5 groups. How many are there in each group?



Year 2

Counters along a number line can be used to aid understanding

Pupils can draw out their own arrays. Write division equations that the array represents. 20 ÷ 4 = 5 20 ÷ 5 = 4

Division within arrays

Link division to multiplication by creating an array and thinking about the

groups which can be created.

Draw an array and use lines to split the array into groups

to make multiplication and division sentences.

Find the inverse of multiplication and division sentences by creating four linking number sentences. 15 ÷ 3 = 5 5 x 3 = 15 15 ÷ 5 = 3 3 x 5 = 15

Bar modelling Introduces the part-part whole model

Think of the bar as a whole. Split it into the number of groups you are dividing by and work out how many would be within each group.

10 ÷ 5 = 2



Year 3 Division as grouping and using the inverse to create other number facts.

Students can continue to use drawn diagrams with dots or circles to help them divide numbers into equal groups.

Encourage them to move towards counting in multiples to divide more efficiently.

Generate number sentences to explain arrays and pictorial representations and to show the inverse relationship 12 ÷ 3 = 4 12 ÷ 4 = 3 3 x 4 = 12 4 x 3 = 12

Bar modelling Using the part-part whole bar model to solve missing number problems.

Cuisenaire can be used to represent the relationship between multiplication and division

Pupils can use bar model images to use to solve missing number problems.



Short division of a 2-digit number by a single digit number (Encourage children not to use this strategy but to use halving when dividing by 2)

Use place value counters to aid understanding when dividing 2-digit numbers by a single digit number.

96 ÷ 3 = 32

The same calculation can be represented using the place value model to introduce the written method.

32 3 96



Use place value counters to divide using the bus stop method alongside 42 ÷ 3= Start with the biggest place value, we are sharing 40 into three groups. We can put 1 ten in each group and we have 1 ten left over. We exchange this ten for ten ones and then share the ones equally among the groups. We look how much in 1 group so the answer is 14.

Use numbers that divide equally with no remainders

14 3 42



Divide 3 digit numbers by a single digit number

Continue to use the concrete and pictorial representations from Year 3.

Begin with divisions that divide equally with no remainder.

Year 5 Using known facts and place value

for mental

multiplication

involving

multiples of 10

and 100

Pupils use their growing

knowledge of multiplication facts,

place value and derived facts to

multiply mentally.

Emphasis is place on

understanding the relationship (10

times or 100 times greater)

between a known number fact and

one to be derived, allowing far

larger ‘fact families’ to be derived

from

a single known number fact. Knowledge of commutativity is

further extended and applied to

find a range of related facts.



Year 5 (Multiply) and divide whole numbers and those involving decimals by 10, 100 or 1000

Use Base 10 to show the process of multiplying and dividing by 10

Show the relationship between multiplication and division by moving digits left to multiply and right to divide.

7080 ÷ 10 = 708 7080 ÷ 100 = 70.8 7080 ÷ 1000 = 7.08 etc

Division with a remainder

14 ÷ 3 = Divide objects between groups and see how much is left over

Jump forward in equal jumps on a number line then see how many more you need to jump to find a remainder.

Draw dots and group them to divide an amount and clearly show a remainder.

Complete written divisions and show the remainder using r.



Divide larger numbers which involve remainders

Move onto written divisions with a remainder.

Short division of 4-digit number by 1-digit numbers

Use place value counters to develop conceptual undertanding. Begin by dividing 4-digit numbers by 2, 3, 4 where no regrouping is required. Progress to calculations that require regrouping in the hundreds or tens columns.



Year 6 Long division (repeated subtraction) Children should use the most efficient method in the context of the problem.

Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context. E.g. 1 2 3 . 6 12)1¹4²7 ³8. ²4

Use long division to divide numbers with up to 4 digits by 2 digit numbers.



Interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

Finally move into decimal places to divide the total accurately.

10= 6 + 4 · 2017-10-18 · calculation guidance 7 column method- regrouping extend children to add...

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