Progression

in Calculations

Cheam Park Farm

Junior School
 Introduction
Written methods of calculations are based on
mental strategies. Each of the four operations
builds on mental skills which provide the
foundation for jottings and informal written
methods of recording. Skills needs to be
taught, practised and reviewed constantly.
These lead on to more formal written methods
of calculations.
This guidance is to support the teaching of
calculations at Cheam Park Farm Junior School.
The transition between stages should not be
hurried as not all children will be ready to move
on to the next stage at the same time,
therefore the progression in this document is
outlined in stages. Previous stages may need to
be revisited to consolidate understanding when
introducing a new strategy while other children
may need to be moved on to the next step.
Suggestions for year groups have been included
but this rather depends on the needs of the
class.
Year 3 Year 4 Year 5 Year 6

M.Stafford June 2007

These guidelines have been produced using suggestions from 4S. Thank-you
 Progression in teaching addition

Mental skills
Recognise the size and position of numbers
Count on in ones and tens
Know number bonds to 10 and 20
Add multiples of 10 to any number
Partition and recombine numbers
Bridge through 10

Models and Images

Counting apparatus
Place value apparatus 40 8
Place value cards
Numbered number lines
Marked but unnumbered number lines
Empty number lines
Hundred square
Counting stick
Words linked to +
Bead strings
Interactive teaching Programmes add, addition, and,
count on, plus, sum,
more, altogether,
increase
Year 3 Add two single-digit numbers that bridge 10

Year 4
+2 +5
8 + 7 = 15
8 10 15

BIGGEST
number first

Year 3 Adding two two-digit numbers

(bridging through the tens boundary)
Year 4
Using a number line
Year 5
OR
Using place value cards and place
value apparatus to partition numbers and recombine

+30 +2 +4

48 78 80 84 48+36=84
+2 +34

48 50 84
40 + 30 + 8 + 6
40 8 30 6 40 + 30 = 70
8 + 6 = 14
70 + 14 = 84
 Expanded method
It is important that the children have T U
a good understanding of place value
and partitioning using concrete
resources and visual images to support
calculations. The expanded method
enables the children to see what
happens to numbers in the standard
written method.

Year 3 Summer term

Year 4

Year 5 T U
40 + 8
48 + 36
30 + 6

48 80 + 4
+ 36 10

Column Method
48
standard written method
The previous stages
reinforces what happens to + 3 6
the numbers when they are
added together using more 8 4
formal methods 1

Year 4 More able Extend this method to include

thousands and decimals
Year 5 Year 6 depending on needs of child
Progression in teaching subtraction

Mental skills
Recognise the size and position of numbers
Count on in ones and tens
Know number facts for all numbers to 20
Subtract multiples of 10 from any number
Partition and recombine numbers
Bridge through 10

Models and Images

Counting apparatus
40 8
Place value apparatus
Place value cards
Numbered number lines
Marked but unnumbered number lines
Empty number lines
Hundred square
Counting stick Words linked to -
Bead strings take away, subtract,
Interactive teaching Programmes subtraction, count back,
minus, less, decrease,
difference between
 Subtract single digit numbers 15 - 7 = 8
often bridging through 10

Year 3

Year 4
Biggest number FIRST

Begin to find the difference by counting up from the smallest number

Year 3
Year 4

Partition numbers in order to take away

Year 3

Year 4
 Subtract 10 from a two-digit number -10

45 - 10
35 45

Year 3

Subtract multiples of 10 -10 -10

from any number

25 35 45

Year 3
45 - 20
Year 4

Partition the number to be subtracted (no exchanging)

43 – 23

-3 - 10 - 10 43 – 20 3
43 – 20 = 23
20 23 33 43
23 – 3 = 20
Year 3 Year 4

Decide whether to count on or count back

74 - 27 = 47

Year 3 Year 4

Year 5
 Partitioning number to
be subtracted – with
4 3 20 7
exchanging (links to
counting back on
number line)
43 – 20 7
43 – 20 = 2 3
43 - 27 = 16

Year 3 Year 4 Year 5

23 – 7 = 1 6

43 - 27 = 16
Expanded method
It is important that the children
have a good understanding of
place value and partitioning using
concrete resources and visual
images to support calculations.
to subtract 7 units
we need to exchange The expanded method enables
a ten for ten units children to see what happens to
numbers in the standard written
method.

Year 4
T U 30 10 +
Year 5
40 + 3
- 20 + 7
10 + 6
- 2 7
Standard written method 3 Extend this
The previous stages reinforce
4 13 method to
include
what happens to numbers when thousands and
they are subtracted using more - 2 7 decimals
depending on
formal written methods. It is needs of child
important that the children have 1 6
a good understanding of place
value and partitioning. Year 4 Year 5 Year 6
 Progression in Teaching Multiplication

Mental Skills

Recognise the size and position of numbers

Count on in different steps 2s, 5s, 10s
Double numbers up to 10
Recognise multiplication as repeated addition
Quick recall of multiplication facts
Use known facts to derive associated facts
Multiplying by 10, 100, 1000 and understanding the effect
Multiplying by multiples of 10

Models and Images

Counting apparatus 40 8
Place value apparatus
Arrays
100 squares
Number tracks
Numbered number lines
Marked but unnumbered lines
Empty number lines.
Multiplication squares
Counting stick
Bead strings
Models and Images charts
ITPs – Multiplication grid, Number Dials, Multiplication Facts

Words linked to x
multiply, multiplication, multiple,
double, array, times, lots of
 Count in tens Year 3
from zero
Year 4

0 10 20 30 40 50

Count in twos Year 3

from zero
Year 4

0 2 4 6 8 10

Count in fives from Year 3 Year 4

zero (all multiples)

0 5 10 15 20 25 30

Year 3 Year 4
Double 35 Know doubles and
Halve 98 corresponding halves
Year 5 Year 6

Know multiplication tables to 10 x 10

2 x 5 = 10 6 x 5 = 30
x5
Year 3

Year 4 3 x 5 = 15

Year 5 Use known facts to

8 x 5 = 40 work out new ones
Year 6
 Understand multiplication
as repeated addition

2+2+2+2=8
4x2=8
Year 3 Year 4
2 multiplied by 4
4 lots of 2

Understand
multiplication
as an array

Year 3 Year 4

3x48= Use place value to support the multiplication of U x TU

40 8 Year 3
40 X3=120
Year 4
8 X3=24 Year 5
3x48=(3x40)+(3x8)

Understand that … Use factors to multiply

24 x 20 = 24 x 2 x 10 Year 4

24 x 50 = 24 x 5 x 10 Year 5
Year 6
 10 3 Use place value apparatus to support
the multiplication of U x TU
alongside the grid method

4 40 12
4 x 13

10 3 Year 4

Year 5

4 40 12

40 + 12 = 52

Multiplying TU x TU, HTU, ThHTU and decimals Year 4 Year 5

Year 6

14 x 33
300

30 3 120
30
10 300 30 = 330 +
+ 12
4 120 12 = 132 462

462

56
Year 5 Year 6
× 27
1120 (56 × 20) Standard written method
392 (56 × 7)
1512
1
 Progression in Teaching Division

÷
Mental Skills

Recognise the size and position of numbers

Count back in different steps 2s, 5s, 10s
Halve numbers to 20
Recognise division as repeated subtraction
Quick recall of division facts
Use known facts to derive associated facts
Divide by 10, 100, 1000 and understanding the effect
Divide by multiples of 10

Models and Images 40 8

Counting apparatus
Arrays
100 squares
Number tracks
Numbered number lines
Marked but unnumbered lines
Empty number lines.
Multiplication squares
Models and Images charts
ITPs – Multiplication grid, Number Dials, Grouping, Remainders

Words linked to ÷
group, divide, division, divided by,
divisible, factor, share, half,
halve, remainder, quotient
Count back in tens

Year 3
0 10 20 30

Count back in twos

Year 3
? 4 6 8 10

Count back in fives

Year 3

Year 4 All multiples 0 5 10 15

Know halves

Year 3

Year 4
Half of 6 is 3
Half of 130 Year 5
½ of 6 = 3
Year 6

Use known multiplication facts to work

out corresponding division facts If 2 x 10 = 20
then
Year 3 Year 4 20  10 = 2
Year 5 Year 6 20  2 = 10
 Understand division
as sharing

Year 3

Year 4

Understand division
as grouping

Year 3 Year 4

12 divided into groups of

3 gives 4 groups
12  3 = 4

Reinforce division as
grouping through the
use of arrays
12 divided into groups
of 4 gives 3 groups
Year 3 Year 4
12  4 = 3
Represent ‘groups’
for division on a 18 divided into groups of 3
number line using
apparatus 18  3 = 6
alongside the line

Year 3

Year 4
0 3 6 9 12 15 18
18  3 = 6

0 18
18  6 = 3

18 Understand division as
repeated subtraction
-3 18 ÷3 = 6 using a vertical line and
apparatus to make the
18 links
15
- 3 (1x3)
-3
15
12 - 3 (1x3) Year 4

-3 12 Year 5

9 - 3 (1x3)
9
-3
- 3 (1x3)
6 6
-3 - 3 (1x3)
3
3
- 3 (1x3)
-3
0
0
 Children need to see that as the
Year 4 What facts do I
numbers get larger, large chunk
subtraction is the more efficient know about the
Year 5
method. Multiples of the divisor (large 7 times-table?
chunks) are taken away. Multiplication
facts are needed to see the size of Year 6
the ‘chunk’.

Fact Box
518 ÷ 7 = 74
100 ÷ 7 = 14 r 2 1x7=7
518 2 x 7 = 14
100
- 350 ( 50 x 7 ) 5 x 7 = 35
- 70 ( 10 x 7 )
168 10 x 7 = 70
30
- 140 ( 20 x 7 ) 20 x 7 = 140
- 28 (4x7)
28 50 x 7 = 350
2
- 28 (4x7) 100 x 7 = 700
0

560 ÷ 24

2 3 r8
Standard written method
24 5 6 0 Links directly to large
chunk subtraction
- 48 0
8 0
Year 5
- 7 2
Year 6
8