Download Stage 1 (Reception) - Someries Junior School

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