# Calculation Policy. Aims To reduce the number of methods being taught. To increase the links between the Infants and Junior school. To create a clear.

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Calculation Policy

Aims To reduce the number of methods being taught. To increase the links between the Infants and Junior school. To create a clear progression from reception to year 6.

A few notes In year 3 children are encouraged to use jottings and work out calculations mentally. Nearly all “traditional” methods are introduced in year 4 and 5. The methods are not “set in stone” if a class or child is able to move onto the next stage in a calculation they will be taught this. Likewise, if a child is struggling an earlier method maybe used.

Mental Strategies Written Strategies

Addition Counting on 14 19 +5 14 + 5 = 19

Addition Counting on 14 24 26 +10 +2 14 + 12 = 26

Addition Counting on 237 257 265 +20 +8 237 + 28 = 265

Subtraction Counting up 37 45 +8 45 - 37 = 8

Subtraction Counting up 34 – 16 = 18 26 16 34 +10 +8

Subtraction Complementary addition 224 – 86 = 138 86 200 100 224 +14 +100 +24

Subtraction Written method (from year 5) 154 – 86 = 68 54 (100) 14 (86) 68

Subtraction Written method – Borrowing (from year 5) 754 – 286 = 468 754 286 468 1 14 6

Multiplication Using multiplication facts You need to know your tables. -Year 3 2,3,4,5,10 -Year 4 6,7,8,9 -Year 5 11,12

Multiplication Using multiplication facts 13 x 9 = 117 13 × 9 = ? 13 × 10 (-13)

Multiplication Using multiplication facts 13 x 11 = 143 13 × 11 = ? 13 × 10 (+13)

Multiplication Grid Method 12 6 = ? x 10 2 6 100 20 x Answer = 100 + 20 = 120

Multiplication Grid Method 132 5 = ? x 100 30 5 500 150 x Answer = 500 + 150 + 10 = 660 2 10

Multiplication Grid Method 132 12 = ? x 100 30 10 1000 300 2 200 60 x Answer = 1000 + 200 + 300 + 60 + 20 +4 2 20 4

Multiplication Traditional Method (from year 5) Answer = 138 23 × 6 138 1

Division Sharing 13 ÷ 4 = 3 r 1

Division Grouping 41 ÷ 4 = 10 r 1 +1 + 40 10 groups

Division Grouping 43 ÷ 4 = 10 r 3 0 3 43 -3 - 40 10 x 4

Division Traditional Method (from year 4) 81 ÷ 3 = 27 2 7 3 8 1 2

Summary of strategies Children should always estimate first. Children should decide whether a method is appropriate. Children should be taught and reminded to use the correct language. Children should always check their answer, preferably using a different method e.g. The inverse operation. Children who make persistent mistakes should return to the method that they can use accurately. Children still need to know number and multiplication facts by heart.

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