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Step 1 Addition Use number line Step 2 Introduce column subtraction, decomposition not required Children using compact layout, involving carrying, for thousands, hundreds, tens and units Step 4 1368 + 795 2163 1 11 Decomposition extended to larger numbers and contracted recording of decomposition Step 5 Children using compact layout, involving carrying, for thousands, hundreds, tens, units and decimals 23.9 19.85 +47.361 91.111 22 1 Decomposition where the whole number is changed in one go: 6 9 1 7 5 9 - 3 4 6 4 1 3 Counting on to find the difference Subtraction Introduce vertical addition using least significant figure first (no carrying) 236 + 63 299 Use partitioning to reflect mental methods 40 + 70 = 110 7 + 6 = 13 110 + 13 = 123 Use number lines, using multiples of 10 to help e.g.: 54 – 25 Step 3 7 0 6 - 5 2 7 1 7 9 Counting back 6 9 9 1 7 0 0 6 -2 5 2 7 4 4 7 9 Understand multiplication as repeated addition. Arrays Use of contracted method e.g.: 38 x 7 Leading to long multiplication e.g.: 124 x 36 (Remember 2nd line is a multiple of 10 – add a place holder) Use estimating to help multiply with decimals 13 x 3 39 3+3=6 2+2+2=6 Multiplication Contracted method requiring no carrying e.g.: 13 x 3 3 x 2 =6 Remember that a tenth multiplied by a tenth gives you a hundredth Understand division as grouping, repeated subtraction or sharing, and record informally 8÷2=4 Move on to repeated subtraction Division To begin to use short method to divide TU or HTU by U e.g.: 96 ÷ 6 To use short method to divide TU or HTU by U when the answer includes a decimal e.g.: 114 ÷ 8 Use long division for HTU ÷ TU (arrows for illustration) e.g.: 432 ÷ 15 Move onto short division with e.g.: 639 ÷ 15 SOMERIES JUNIOR SCHOOL Calculation Policy To be reviewed and ratified at the Curriculum Committee Meeting – 09.11.15 To be reviewed and ratified at the Full Governors Committee Meeting – 30.11.15 Review date: Spring 2017