Key Principles of Calculation

The first thing anyone should ask when faced with a calculation is Can I do this in my head? Many calculations which cant be done mentally can often be performed very efficiently with the use of jottings. Calculation methods must be appropriate, reliable and efficient. Children must understand and be able to explain their methods. Opportunities to apply their calculation strategies to solving problem should be integrated into all lessons. If children encounter persistent difficulties when being introduced to a new calculation strategy they should go back to the previous step.
Children need to see that they can perform the four operations on the number line however the expectations shown in this booklet detail the main teaching strategy for each operation. We hope you find this booklet useful.

Addition:
Year 3 (level 2A)
Objective: To progress from recording only on an empty number line to being able to record vertically starting the year with most significant digits first and by the end of the summer term adding vertically with least significant number first. Expectation: Initially children working with numbers up to 101 will use a number line. In parallel with this they shall be encouraged to partition numbers and add in the horizontal method.- Pupils will develop from horizontal method to vertical. By the end of the year the majority of pupils should be able to record in this way: 83 + 42= Horizontal method Vertical method Add the units (3 + 2 = 5) Add the tens (80 + 40 = 120) Add together the units and tens totals (5 + 120 = 125) Final answer 125. This will link with knowledge of partitioning (breaking a number into parts relating to its place value (e.g. 34 = 30, 4)) while retaining understanding of value of digits.
H + 1 1 T 8 4 2 2 U 3 2 5 0 5

] ]

add mentally from bottom

Year 4 (level 3b) Objective: To calculate Hundreds Tens Units + Tens Units, then Hundreds Tens Units +
Hundreds Tens Units progressing from the vertical expanded example to the carrying addition method.
Expectation: By the end of the year the majority of Y4 pupils should be able to carry out column addition of two three digit integers. In Year 4 more able pupils (level 4c) will move to carrying below the line. Some children may need to expand this calculation to see what is H T U going on more clearly. 3 5 8 + 7 3 358 + 73 = 1 1 ] add mentally from Expanded addition example 1 2 0 ] bottom Add the units 8 + 3 = 11 3 0 0 ] Add the tens 50 + 70 = 120 4 3 1 Add the hundreds 300 + 0 = 300

Add the totals together (11 + 120 + 300 = 431) Although some children will need the expanded method in the majority of cases it will not be lingered upon. 358 + 73 = Leading to: carrying addition method Add the units 8 + 3 = 11 Carry the 1 ten H T U 3 5 8 Add the tens 50 + 70 + 10 = 130 + 7 3 Carry the 1 hundred 4 3 1 Add the hundreds 300 + 100 = 400 1 1 Total = 431

Year 5 (level 4b)

Objective: To make increasingly efficient jumps and to record column addition of numbers up to 10, 000. Adding least significant digit first. Expectation: Children should be writing more efficient vertical recordings. Hundreds Tens Units + Hundreds Tens Units, then Thousands Hundreds Tens Units + Thousands Hundreds Tens Units. Teachers will remind children of the expanded method to ensure understanding and develop to use carrying once their understanding of the expanded method is secure. Expanded methods will not be lingered upon as children who are ready to carry can make careless mistakes even when they are more than capable of the calculation.

4587+3475
Expanded addition method
+ Th 4 3 H 5 4 T 8 7 1 5 0 0 6 U 7 5 2 0 0 0 2 ] ] ] add mentally from bottom

Carrying addition method

leading to + Th 4 3 8
1

H 5 4 0
1

T 8 7 6
1

U 7 5 2

7 8

1 9 0 0

Add units 7 + 5 = 12 Add tens 80 + 70 = 150 Add hundreds 500 + 400 = 900 Add thousands 4000+3000 = 7000

Add totals 12 + 150 + 900 + 7000 = 8062

Add units 7 + 5 = 12 Carry 1 ten Add tens 80 + 70 + 10 = 160 Carry 1 hundred Add hundreds 500 + 400 + 100 = 1000 Carry 1000 Add thousands 4000+3000 + 1000= 8000 Final total = 8062

Year 6
Objective: To continue to increase the efficiency of calculations, record as column addition and increase the context to numbers with up to 2 decimal places. Expectation: Children should be able to apply the addition strategy for decimal numbers. Expanded addition method Carrying addition method
T 7 1 U 6 4 1 0 0 1 . . . . . . . ths 4 8 1 2 0 0 3 hths 8 6 4 0 0 0 4 T 7 1 9 1 U 6 4 1
1

leading to ] ] ] ] add mentally from bottom

. . .
.

ths 4 8 3
1

hths 8 6 4

1 8 9

For Level 5 Pupils a variety of addition strategies to broaden learning can be employed.

Subtraction:
Year 3 (Level 2A)
Objectives: 1) To understand the concept and vocabulary of subtraction 2) To use an empty number line to solve subtractions. 3) To encourage children to jump to the next multiple of 10 then 100 and count on in 10s or multiple of 10s and 1s to the target number. Expectation: By the end of the year the majority of Y3 pupils should record in this way. Pupils will calculate Tens Units Tens Units, developing to Hundreds Tens Units Tens Units or Hundreds Tens Units Hundreds Tens Units as appropriate:

84 - 56
+20 +4 +4

56

60
milestone

80
milestone

84

Appendix I Subtraction
Yr 3 Some children will struggle with the idea of difference and the notion that this can be calculated by counting both forwards and backwards. It may be necessary for some children to use counting back on the number line to solve subtraction problems. Eg.

62-57

-3

-2

=5
62

57

60

The use of language is very important children will be taught that all subtractions can be solved by counting on from the smallest number. Year 4 (Level 3) Objective: To progress from recording every jump to making more efficient jumps on an empty number line. Expectation: By the end of the year the majority of Y4 pupils should make more efficient jumps. Pupils will calculate Hundreds Tens Units Tens Units, then Hundreds Tens Units Hundreds Tens Units:

723 -356
+4 +40 +300 +23

356 360

400

700

723

Y4 See Appendix 1

Year 5 (Level 3a 4) Objective: To make increasingly efficient jumps on an empty number line and to record vertically. Expectation: Children should be writing more efficient vertical recordings. 607-389
+11 +200 +7

400 389

600

607

All children should be able to explain this method and have a good understanding of it as well as be able to use it efficiently for age-appropriate calculations. Decomposition will not be taught at this stage. Once the understanding of use of number lines are secure (LEVEL 4) then the children may move to decomposition and the more traditional vertical method of subtraction. These methods do not help with the understanding of the concept they are merely a method that gives an answer.

Year 6 (level 4a-5)

Objective: To continue to increase the efficiency of jumps on an empty number line especially working with time or mixed units. To record vertically and develop a repertoire of strategies which could include decomposition. Expectation: Pupils will calculate Thousands Hundreds Tens Units Thousands Hundreds Tens Units and decimals to 2 decimal places. They should also be able to apply the subtraction strategy for a mix of integers and decimals to one and two places decimal numbers. Eg. 7.24 -5.6

Y6 cont.
For example,

1.12-0.84

1.12 - 0.84 0.06 (0.90) rounding to the nearest 0.1 0.10 (1.00) rounding to the nearest 1.0 0.12 (1.12) Target number 0.28
+0.10 +0.06 +0.12

0.84

0.90

1.00

1.12

Year 6 Cont Once the understanding of use of number lines are secure then move the children towards the traditional method of subtraction with reference to a vertical expanded method of subtraction. Children should all be able to use methods confidently for subtractions. Decomposition will only be taught where children have a good understanding of the above method and are able to explain their working. To develop the childrens repertoire, children should be able to explain the expanded method for decomposition as shown below leading to the compact method.

Important note For all the above to be effective it is crucial that children learn and have secure knowledge of their number bonds. These methods are based on mental strategies and links need to be made as appropriate. It is also important that children have a good foundation of knowledge in order to progress to the next stage of learning. We want to create high expectations and levels of achievement and this is best accomplished by creating a good understanding at each level of development rather than pushing onto the next too soon.

Multiplication
Children must know their tables. We aspire to children being able to instantly recall all multiplication facts up to 10x10. This is what we call knowing tables and without this childrens progress along written methods is severely hampered. Year 3 (level 2a)
Objectives: To understand multiplication as repeated addition. They will use equipment (cubes), pictorial arrays, an empty number line and partitioning to develop visual images to aid the childrens understanding of multiplication or groups of. Expectation: To describe multiplication as an array 2 x 4 = 8 4x2= 8

When children in year 3 are secure with arrays and know what happens when a number is multiplied by 10 they will be moved onto the grid method. (See below)

Year 4

(level 3)

Objectives: To be able to use the grid method to record or explain multiplication. Expectation: Children should be able to estimate and record multiplications of a two digit integer by a single digit. (lay out as ITP) eg

8 x 23 x 8 U

20 160

3 24
+

160 24 184

Children should be secure with what happens to place value when multiplying by 10. Further development of this would lead to 2 digit by 2 digit multiplication.

Year 5 (level 3a-4)

Objectives: To be able to approximate and explain through informal written methods multiplication of a two digit number by a two digit number and a three digit number and a two digit number. Expectation: Children should be able to explain orally how grid method works for two digit numbers.

84 x 23 x
T U

20 1600 80

3 240 12
+

80 4

1600 240 80 12 1932

1 .

Only when children are secure with their understanding of what happens to numbers multiplied by 10 and the grid method will other methods be taught. (Level 4) Long multiplication: Tens Units x Tens Units 72 x 38 Estimate 72 x 38 is approximately 70 x 40 = 2800. Expanded method of long multiplication
Th x 5 2 2 1 7
1

T 7 3 1 6 6 0 3

U 2 8 6 0 0 0 6 (8 (8 (30 (30 x x x x 2) 70) 2) 70)

Check answer of 2736 with estimate of 2800.

Year 6 (level 4-5)

Objectives: To develop a range of pencil and paper methods to support, record and explain calculations achieving consistent accuracy Expectation: Pupils will be able to use the grid method for ThHTUx U and HTU and TU (lay out as ITP) They will broaden their range of strategies calculating using least significant digit first for short multiplication: Thousands Hundreds Tens Units x Units and long multiplication: Hundreds Tens Units x Tens Units.

84 x 237 x 80 T
U

200 16000 800

30 2400 120

7 560 28
+

16000 2400 560 800 120 28 19908

11 .

Children will be encouraged to count the 0 place holders to aid with multiplication by 10 and 100s. Development strategies will only be taught when childrens understanding of place value is secure (eg Level 4). Development of strategies may include: Long multiplication: THTU x TU For example,
x 1 4 6 1 Th 2 6 7 3 H 3 4 0 5
1

T 5 2 6 4 0

U 2 7 4 0 4

(7 (2

x 0

2 X 2

3 3

5 5

2) 2)

Check answer In Year 6 all pupils will be reminded of the expanded method to reinforce their understanding of place value as well the strategy. More able should use carrying below the line with confidence. Important note For all the above to be effective it is crucial that children learn and have a secure recall of their tables knowledge. These methods are based on mental strategies and links need to be made as appropriate. It is also important that children have a good foundation of knowledge in order to progress to the next stage of learning. We want to create high expectations and levels of achievement and this is best accomplished by creating a good understanding at each level of development rather than pushing onto the next too soon.

Division
Year 3 (level 2a)
Objectives: To use equipment (cubes), arrays, pictorial diagrams, an empty number line and repeated subtraction to aid the childrens understanding of division or groups of or sharing. Formal written methods will not be introduced until children are secure in this knowledge.

Eg 8 2 = 4 groups

Expectation: Children should be able to draw out the sharing or groupings using a Dividing Line or arrays.

82=4 groups 1group 2groups 3 groups 4 groups 4 jumps of 2 0 2 4 6 8

Year 4

(level 3b) Objectives: To use informal written methods to support, record or explain calculation of TU divided by U. The Dividing line will be used with a focus on using multiples of the divisor otherwise known as chunking. This method relies upon using knowledge of multiples to group and then finding the difference subtract from a target number. It may be useful for children to record key multiplication facts about the divisor before beginning to make chunking jumps (e.g. in the example below the child could write key multiplication facts they know about the 5 x table to help them 2x5 5x5 10x5 20x5 etc, this also builds their multiplication and doubling and halving skills.) Pupils will calculate Tens Units Units. 72 5 = ( 10 x 5) = 50 ( 4x5) = 20 73 5 = (10 + 4 ) 14 Remainder 2
70 72

50

Need 2 more = 72

Year 4 continued: Children with strength in subtraction may develop onto vertical the chunking strategy Expectation: By the end of the year children should be able to make more efficient jumps of chunks on a number line. Circling the groupings on both the dividing line and the vertical method. Children should be able to deal with remainders in context.

Year 5 (level 3-4)

Objectives: To continue to use the Dividing Line and develop standard written methods for HTU divided by U by collecting all the facts to get as close as possible to the target number before approaching the problem. For example Estimate 256 7 is less that the approximation of 250 5 = 50 256 2 5 6 7 1 1 2 5 7 8 4 4 4 6 0 6 0 6 2 4 = -(10x7) 1 2 0 0 6 x x x 7 186 7 -(20x7) 7

46
-(6x7) 3 6 r. 4 Remainder 4

Start with target number (number to be divided e.g. 256)

Using key multiplication facts about the divisor (e.g. 7) take away suitable chunks. Keep subtracting chunks until you number is too small to be divided again. Check answer of 36 r.4 with estimate. Children should be able to explain this method and have a good understanding of it as well as being able to use it efficiently for age-appropriate calculations. By approximating first, children should be able to check the sense of their answer. They should also be able to express any remainder in an appropriate context.

Year 6(level 4-5)

Objectives: To extend the range of methods for division and/or make more efficient jumps by collecting all the facts to get as close as possible to the target number before approaching the problem. HTU divided by TU extended to decimals.
899 23 = 39 23 899 690 209 115 94 92 2

(30 x 23) (5 x 23) (4 x 23) Answer 30+5+4 = 39 remainder 2

10 x 23 20 x 23 30 x 23 5 x 23

= 230 = 460 = 690 = 115

Expectation: Pupils should be able to estimate and explain working for division of 3 digit numbers by two digit numbers including remainders. They should also be able to express remainders as a decimal.

Development of strategies for very secure level 4 pupils may include: short division eg
23 23 23 8 into 89(0) Into 189 = 3(0) =8 3 9 5
189

Remainder 5

remainder18 remainder 5

Children will also be able taught how to express remainders as a decimal. Important note For all the above to be effective it is crucial that children learn and have a secure recall of their tables knowledge. These methods are based on mental strategies and links need to be made as appropriate. It is also important that children have a good foundation of knowledge in order to progress to the next stage of learning. We want to create high expectations and levels of achievement and this is best accomplished by creating a good understanding at each level of development rather than pushing onto the next too soon.