104. Addition – Expanded Column T U+ 2 31 71 03 04 0H T U7 391 0 02 0 03 0 9Add the units first in preparation for the compact method
115 . Addition – Compact Column Move from expanded addition to the compact column method, adding units first, and ‘carrying’ numbersunderneath the calculation.Th H T U3 9 61 1Remember this number is 500 not 5.Start with the unitsCarry any numbers underneath.
126. Addition – Compact Column Including decimalsThe decimal point should be aligned in the same way asthe other place value columns, and must be in the samecolumn in the answer
13Subtraction Take away Minus Count back Fewer Subtract Less Difference between
151. Subtraction – Finding the difference 7 is 3 more than 4
162. Subtraction – Counting back Model subtraction using hundred squares, numbered number lines and practically.7 – 3 = 4
173. Subtraction – Leaping Back -1-1-1-10Partition the second number and subtract the tens first47 – 23 = 24
183. Subtraction – Counting On Start at the smaller number and count on in tens first, then count on in units to find the rest of the difference+3+10Continue to reinforce counting on as a strategy for close together numbers and also for numbers that are nearly multiples of 10, 100, 1000 or £s102 – 89 = 13
194. Subtraction – Expanded column =100Once pupils are securewith the understanding of‘‘exchanging’, they can use the partitioned column method to subtract any 2 and 3-digit numbers.1Use vocabulary ‘steal’ or ‘take’ not ‘borrow’.238 – 146 = 92
205. Subtraction – Compact Column Th H T UChildren who are still not secure with number facts and place value will need to remain on the partitioned column method until ready for the compact method.61
216 . Subtraction – Compact Column with decimals 91311Empty decimal places can befilled with zero to show theplace value in each column.
343. Division – On a number line This helps to see the link between division and grouping12 ÷ 3 as ‘How many groups of 3 are in 12?’
354 / 5. Division - Short Division Remind children of correct place value, that 96 is equal to 90 and6, but in short division, pose:How many 3’s in 9? = 335Start with one digit numbers without remainders
365/6 . Division – Chunking 2 2 3 6 7 9 2 - 3 6 0 4 3 2 0 7 2 - 0 7 2 2 2Circle the groups of 36 you have ‘chunked’ off the total.3 60 03 6 x 10 = 3 6 03 6 x 2 = 7 231Keep chunking until there is less than 36 left
37Calculation PolicyThis policy aims to clearly show strategies for calculating whilst meeting the expectations set out in the New Curriculum The policy is for use of all pupils, parents and staff in the Westfield community.The strategies have been organised to show the progression from early calculation methods such as counting through to written methods involving decimals. The age expectations have been added to the calculations as a guide of where children should be working however decisions about when to progress should be based on the security of pupils understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through newcontent.It is important that any type of calculation is given a real life context or problem solving approach to help build children's understanding of the purpose of calculation, and to help them recognise when to use certain operations and methods when faced with problems. This must be a priority within calculation lessons.The Maths department will be offering Maths support for parents. Please contact the office for more information.
38Westfield Middle School Visual Calculation Policy