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Published byHector Wood Modified about 1 year ago

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Choosing a methodAddition methodsSubtraction methodsMultiplication methodsDivision methodsAbout this policy

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Can I use a mental strategy? Should I use a written method? Can drawings or objects help me? Choosing a method

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Use this technique when answering word problems

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Addition Sum Total AddPlus Count on Altogether More Increase

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Divisor

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Use numbered number lines to add, by counting on in ones. Start with the larger number and count on. + 1

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Use empty number lines and hundred squares to build confidence when adding 2 digit numbers.

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Add the units first in preparation for the compact method

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Move from expanded addition to the compact column method, adding units first, and ‘carrying’ numbers underneath the calculation. Remember this number is 500 not 5. Start with the units Carry any numbers underneath.

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The decimal point should be aligned in the same way as the other place value columns, and must be in the same column in the answer The decimal point should be aligned in the same way as the other place value columns, and must be in the same column in the answer

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Subtraction Take away Minus Count back Fewer Subtract Less Difference between

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Divisor

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Model subtraction using hundred squares, numbered number lines and practically.

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Partition the second number and subtract the tens first

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+3+3 Continue to reinforce counting on as a strategy for close together numbers and also for numbers that are nearly multiples of 10, 100, 1000 or £ s Start at the smaller number and count on in tens first, then count on in units to find the rest of the difference + 10

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Once pupils are secure with the understanding of‘ ‘exchanging’, they can use the partitioned column method to subtract any 2 and 3-digit numbers. Use vocabulary ‘steal’ or ‘take’ not ‘borrow’.

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Children 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.

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Empty decimal places can be filled with zero to show the place value in each column.

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Multiplication Multiple Groups of Repeated addition Multiply Lots of Product Times

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Make sure you do not add the 4 in the total Partition the number into the grid

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Short Multiplication

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Long Multiplication

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Include multiplying more complex numbers and decimals. Remember place value, make sure numbers are in the correct column.

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Division Share Divide Quotient Remainder Halve Equal groups of Factor Divisor

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This helps to see the link between division and grouping

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Start with one digit numbers without remainders Remind children of correct place value, that 96 is equal to 90 and 6, but in short division, pose: How many 3’s in 9? = 3

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Circle the groups of 36 you have ‘chunked’ off the total. Keep chunking until there is less than 36 left

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Calculation Policy This 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 new content. 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.

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