Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Learning to Calculate in Key Stage 1 Year 1 addition subtraction multiplication division Combine sets to make a total, e.g. ‘I have 5 pennies and 3 pennies. How many have I altogether?’ Counting on: Understand the image of subtraction as ‘take away’ and also as ‘difference’: 11 – 7 = 4 Count on or back in 2s and 10s. Begin to count in 5s. Begin to understand division as grouping or sharing. Use a number line to do this, e.g. 6 ÷ 2 can mean ‘share 6 objects equally among 2 people’, or ‘how many groups of 2 are there in 6?’ (e.g. jumps on a number line.) Five….six, seven, eight 1 2 3 4 5 6 7 8 9 10 11 ‘Take away’ 5 10 15 20 25 30 35 Counting in 5s 11 – 7 = 4 Use a number line to count on in ones: 3+2=5 +1 +1 0 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 10 11 ‘Difference’ Add 9 to single digit numbers by adding 10 then subtracting 1, e.g. 6 + 9 = 6 + 10 – 1. Add or subtract a pair of numbers mentally by bridging through 10, e.g. 22 – 7 = 22 – 2(20) – 5 = 15 Count along using 2ps, 5ps or 10ps. E.g. I have 12 pencils to put equally in 3 pots. How many pencils will be in each pot? (Sharing) 0 2p 4p 6p There are 12 apples. How many bags of 3 apples can be filled? 11 12 13 14 15 16 17 18 19 20 21 22 Relies on seeing 7 as 2 + 5. (Grouping) Year 2 addition subtraction multiplication Know what each digit in a two-digit number represents, e.g. 27 is 2 tens and 7 ones. Know by heart all addition and subtraction facts for all numbers up to and including 10. Use partition when adding: 12 + 23 = 10 + 2 + 20 + 3 = 30 + 5 = 35 When working with a number line, begin to see the counting on or back in larger jumps. Understand multiplication as As above until secure. repeated addition, e.g. 5x3=5+5+5 Number lines to secure grouping. or as a way of describing an array, e.g. 12÷2= Work towards keeping the first number whole, and partitioning the second number: 34 + 23 = 34 + 20 + 3 = 54 + 3 = 57 Begin to understand the relationship between addition and subtraction, e.g. if 15 + 4 = 19, then 19 - 4 = 15, and 4 + 15 = 19, so 19 – 15 = 4. Begin to use a number line to start with the largest number and count on: Decide which strategy to use when subtracting. If the numbers are close together, count up, e.g. 22 – 18 = 4 (by counting up from 18) +10 34 +10 44 +1 +1 +1 54 55 56 57 Move towards adding the tens in one jump and the ones in one jump. If numbers are further apart, take away, e.g. 77 – 5 = 72 (by counting back 5 from 77). division 5 x 3 = 5, three times. Using a bead bar: 5 x 3 5 5 5 And on a number line: 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Understand that 5 x 3 is the same value as 3 x 5. -2 0 -2 2 -2 - 2 -2 -2 4 6 8 10 12