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St Chad’s CE Primary School – Mathematics Policy September 2013
St Chad’s CE Primary School
Calculation Policy
1. Policy Statement
1.1
At St Chad’s CE Primary School we strive to enable children to become fully numerate young people who not only have confidence in
mathematics but are developing real enjoyment for the subject. Many methods are available to teach children and through this policy we
intend to provide clarity on how we believe children will best understand the process of calculation in addition, subtraction, multiplication
and division.
1.2
We also believe that in order to develop real understanding of mathematics children must be taught the relevant language of mathematics
and have regular opportunities to use correct vocabulary through discussion where they are prompted by classroom display.
2. Aims
 To enable our children to become confident, numerate young people
 To provide clarity to teachers and parents on the progression of all four mathematical operations
 To simplify the process and methods of calculation
 To provide a clear link between written and mental calculation
Page 1 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Addition
Reception
Pictorial representation
Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations
using pictures, etc.
Children also begin to explore counting on to total 2 digits.
Key Vocabulary
add, more, and, make, sum, total, altogether, double, one more, two more, ten more…
how many more to make… ?
how many more is… than…?
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and
objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Page 2 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Addition
Year 1
Year 2
Year 3
Pupils should be taught to:
Pupils should be taught to:
-step problems with addition
Pupils should be taught to:
addition (+), subtraction (-) and equals (=) signs
those involving numbers, quantities and measures
within 20
add and subtract one-digit and two-digit numbers to 20 (9 + 9, 18 9), including zero
-step problems that involve addition and
subtraction, using concrete objects and pictorial representations,
and missing number problems.
Pictures / marks
Sarah has 3 lollies. Her friend gives her 2 lollies.
How many lollies does she have altogether?
methods
and subtraction facts to 20 fluently, and
derive and use related facts up to 100
representations, and mentally, including:
-digit number and ones
-digit number and tens
-digit numbers
-digit numbers
(commutative) and subtraction of one number from another cannot
and subtraction and use this to check calculations and missing
number problems.
Number lines (numbered)
Revisit method taught in Year 1 and introduce Partitioning.
Children must be able to partition 2-digit numbers before
attempting this method.
7+4=
0
1
2
3
4
5
6
7
8
9
10
11
12
Number lines (blank)
including:
-digit number and ones
-digit number and tens
-digit number and hundreds
digits, using the efficient written methods of
columnar addition and subtraction
use inverse operations to check answers
problems, using number facts, place value,
and more complex addition and subtraction.
Revisit method taught in Year 2 and
introduce the expanded method
depending on ability.
Partition the smaller number into tens and
ones
36 + 53 = 53 + 30 + 6
= 83 + 6
= 89
+30
+6
Partition the smaller number into tens and ones
How to teach and Success Criteria
23 + 12 = 23 + 10 + 2
= 33 + 2
= 35
53
Recording by:
 drawing jumps on prepared line
 constructing own lines
(Teacher model number lines with missing numbers)
Key Vocabulary
Pencil and paper procedures
Page 3 of 20
83
89
St Chad’s CE Primary School – Mathematics Policy September 2013
+, add, more, plus, make, sum, total, altogether, double,
one more, two more… ten more
how many more to make…?
how many more is… than…?
how much more is…?
(Column addition)
+10
23
+2
33
35
How to teach and Success Criteria







Read the number sentence.
Draw a number line.
Write the largest number at the start of the number line.
Partition the smallest number.
Jump the number of tens in the smallest number in either one
jump or several smaller jumps.
Jump the number of units in the smallest number in one jump.
Check your work.

The last number you landed on is the answer.
Key Vocabulary
+, add, addition, more, plus, make, sum, total,
altogether, double, near double, one more, two more...
ten more... one hundred more
how many more to make…?
how many more is… than…?
how much more is…?
Page 4 of 20
2
5
+
+
2
4
6
5
3
8
4
3
=
(20
+(40
(60
+ 5)
+ 3)
+ 8)
How to teach and Success Criteria







Read the number sentence.
Write the first number.
Write the second number underneath
the first number making sure the digits
are in the correct columns and the
decimal points are underneath each
other.
Partition each number into tens and
units and write them underneath each
other
Add the units FIRST
Next add the tens.
Total the tens and units to get the
answer
Key Vocabulary
+, add, addition, more, plus
make, sum, total
altogether
score
double, near double
one more, two more... ten more... one
hundred more
how many more to make…?
how many more is… than…?
how much more is…?
St Chad’s CE Primary School – Mathematics Policy September 2013
Addition
Year 4
Year 5
Year 6
Pupils should be taught to:
Pupils should be taught to:
written methods of columnar addition and subtraction where
appropriate
least 1 000 000 and determine the value of each
digit
Pupils should be taught to:
use their knowledge of the order of operations to carry out
calculations involving the four operations
-step problems in contexts,
deciding which operations and methods to use and why
calculation
powers of 10 for any given number up to 1 000
000
-step problems in contexts,
deciding which operations and methods to use and why.
forwards and backwards with positive and
negative whole numbers through zero
Continue to use a number line as an aid to support
calculation where needed.
Expanded Written Method With Carrying.
4
9
+
6
2
=
and division
imation to check answers to calculations and
determine, in the context of a problem, levels of accuracy.
perform mental calculations, including with mixed operations and
large numbers
nearest 10, 100, 1000, 10 000 and 100 000
problems that involve all of the above
to 1000 (M) and
recognise years written in Roman numerals.
Continue to use a number line as an aid to support
calculation where needed.
Extension of formal method with carrying
+
1
4
6
1
9
2
1
10
(40
+(60
(110
+ 9)
+ 2)
+ 1)
Continue to use a number line as an aid to
support calculation where needed.
=
Extend to adding 3-digit numbers and numbers with different
amounts of digits.
Formal Written Method With Carrying.
How to teach and Success Criteria




Read the number sentence.
Write the first number.
Write the second number underneath the first number making
sure the digits are in the correct columns and the decimal points
are underneath each other.
Partition each number into tens and units and write them
underneath each other
Add the units FIRST.
“Carry” any extra tens into the tens column, writing it above.
Add the tens.
1
7 6 4 8 + 1 4 8 6 =
7 6 4 8



3.25 + 12.0 + 0.256 =
+ 1 4 8 6
+
1
3
2
5
2
0
0
2
5
6
5
5
0
6
1
9 1 3 4
1
1
1
Extend to adding several numbers with different
amount of digits, decimals and mixed units.
Page 5 of 20
Extend to decimals (either one or two decimal places) and
numbers with mixed amounts of digits.
How to teach and Success Criteria
St Chad’s CE Primary School – Mathematics Policy September 2013

Total the tens and units to get an answer.
Key Vocabulary:
add, addition, more, plus, increase, sum, total,
altogether, double, near double
how many more to make…?
equals, sign, inverse
How to teach and Success Criteria







Read the number sentence.
Write the first number.
Write the second number underneath the
first number making sure the digits are in
the correct columns.
Add the units FIRST
Carry any extra tens into the next column
Add the tens next, carrying any hundreds
into the next column
Continue adding from left to right, carrying
into the next column where necessary
Key Vocabulary
add, addition, more, plus, increase, sum,
total, altogether, double, near double
how many more to make…?
equals, sign, is the same as
inverse
Page 6 of 20







Read the number sentence.
Write the first number.
Write the second number underneath the first number making
sure the digits are in the correct columns.
Begin adding the columns right to left, beginning with the
smallest decimal values.
Carry any extra tens into the next column
Add the tens next, carrying any hundreds into the next column
Continue adding from left to right, carrying into the next column
where necessary
Key Vocabulary
add, addition, more, plus, increase, sum, total, altogether,
double, near double
how many more to make…?
equals, sign, is the same as
inverse
St Chad’s CE Primary School – Mathematics Policy September 2013
Subtraction
Reception
Pictorial Representation
Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using
pictures or counting “how many left” etc.
4
_
1
=
3
Key Vocabulary
take (away), leave
how many are left/left over?
how many have gone?
one less, two less… ten less…
how many fewer is… than…?
difference between
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and
objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing
Page 7 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Subtraction
Year 1
Year 2
Year 3
Pictures / marks
Sam spent 4p. What was his change from 10p?
Continue using number lines from year 1
and use of pictures where needed.
Continue using number lines to support subtraction as
needed.
Counting back (blank number lines)
Find a small difference by counting up
First counting back in tens and ones
Continue as in Year 2 but with appropriate numbers e.g.
Number lines (numbered)
Children begin to use number lines and practical resources to
support calculation. Teachers demonstrate use of the number
line.
6–3=3
-1 -1
-1
___________________________________
0
1 2 3 4 5 6 7 8 9 10
-1
24
-1
25
-1
26
 drawing jumps on prepared line
 constructing own lines
(Teacher model number lines with missing numbers)
47
42 – 39 = 3
89
100 102
90
Expanded Written Method
8
9
-
-
8
5
3
9
7
2
5
7
=
(80
- (50
30
+
+
+
9)
7)
2
=
3
2
+2
How to teach and Success Criteria
39
40
42



How to teach and Success Criteria





Key Vocabulary
-, subtract, take (away), minus
leave
how many are left/left over?
how many have gone?
one less, two less, ten less…
how many fewer is… than…?
how much less is…?
37
+2
+1
Find a small difference by counting up
+1
Recording by:
27
- 10
Move on to subtracting the tens in one jump
and the units in another and then bridging
through ten.
Children then begin to use numbered lines to support their own
calculations - using a numbered line to count back in ones.
How to teach and Success Criteria
- 10
+10
102 – 89 = 13




Read the number sentence.
Draw a number line.
Write the smallest number at the start of
the number line.
Write the largest number at the end of the
number line.
Jump to the next multiple of 10. (
number/size of jumps will depend on
child’s ability)
Jump in steps of 10 to the ten in the
largest number.
Jump to the number at the end of the
number line.
Check your work.
Add the numbers on the jumps.
This is the answer.
Page 8 of 20




Read the number sentence.
Write the first number.
Write the second number underneath the first number
making sure the digits are in the correct columns.
Partition each number into tens and units and write them
underneath each other.
Subtract the units FIRST.
Next, subtract the tens.
Total the tens and units to get the answer.
Key Vocabulary
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less… ten less… one hundred less
how many fewer is… than…?
how much less is…?
difference between
half, halve
St Chad’s CE Primary School – Mathematics Policy September 2013
difference between
half, halve
Key Vocabulary
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less… ten less… one hundred
less
how many fewer is… than…?
how much less is…?
difference between
half, halve
=, equals, sign,
Page 9 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Subtraction
Year 4
Year 5
Year 6
Continue to use number lines to support mental calculation and to calculate differences
between numbers that are close together.
Continue to use number lines to
support mental calculation and to
calculate differences between numbers
that are close together.
Continue to use number lines to
support mental calculation and
to calculate differences
between numbers that are close
together.
Expanded Written Method with Decomposition
8
4
-
-
8
2
5
4
9
5
2
9
Formal Written Method
=
(80
(20
-
+
+
4)
9)
-
(70
(20
50
+
+
+
14)
9)
5
6
=
4
-
8
3
7
8
3
2
5
4
5
8
-
3
3
(7
-
(3
2
0
0
5
=
0
+
8
0
+
2






5
1
3
//
-
2
6
4
1
6
7
2
6
8
4
3
7
8
3
8
6
4
=
How to teach and Success Criteria
0
0
+
3)
+
5)
-
(7
0
0
+
7
0
+
(3
0
0
+
2
0
+
1
3)
5)
4
0
0
+
5
0
+
8



How to teach and Success Criteria



7
55
As children become more confident, extend to bigger numbers.
7
6
Read the number sentence.
Write the first number.
Write the second number underneath the first number making sure the digits are in the
correct columns
Partition each number into hundreds, tens and units and write them underneath each other
Subtract the bottom unit from the top one FIRST.
If the top number is smaller than the bottom you must “borrow” from the tens column.
Subtract the bottom unit from the top unit.
Repeat for the tens and hundreds.
Total the numbers that you have found to get the answer.





Key Vocabulary
subtract, subtraction, take (away), minus, decrease
leave, how many are left/left over? difference between, half, halve
how many more/fewer is… than…?
how much more/less is…?
equals, sign, is the same as
inverse
Read the number sentence.
Write the smallest number
underneath the largest, taking
care to ensure that the digits are
in the correct columns.
Subtract the bottom unit from the
top one FIRST.
If the top number is smaller than
the bottom you must “borrow”
from the tens column.
Cross out the number in the tens
column and replace with the
number that is one less
Add a ten to the number in the
units column
Subtract the bottom unit from the
top unit.
Repeat for the tens and
hundreds.
Key Vocabulary
subtract, subtraction, take (away),
minus, decrease
Page 10 of 20
Formal Written Method
Children should refine and extend
the written method to include
larger numbers, numbers with
differing amounts of digits and
decimals with up to two decimal
places.
By the end of year 6, children will
draw upon a range of calculation
methods, mental and written.
Selection will depend upon the
numbers involved.
Key Vocabulary
subtract, subtraction, take
(away), minus, decrease
leave, how many are left/left
over?
difference between
half, halve
how many more/fewer is…
than…?
how much more/less is…?
equals, sign, is the same as
inverse
St Chad’s CE Primary School – Mathematics Policy September 2013
leave, how many are left/left over?
difference between
half, halve
how many more/fewer is… than…?
how much more/less is…?
equals, sign, is the same as
inverse
Page 11 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Multiplication
Reception
Experience of Grouping
Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical problem solving activities involving equal sets or
groups. They will count repeated groups of the same size.
3 groups of 2 = 6
Key vocabulary:
compare
double
lots of
Year 1
Pupils should be taught to:
e one-step problems involving multiplication and
division, calculating the answer using concrete objects,
pictorial representations and arrays with the support of the
teacher.
Pictures and symbols
There are 3 sweets in one bag.
How many sweets are there in 5 bags?
Year 2
Year 3
Pupils should be taught to:
Pupils should be taught to:
and 8 multiplication tables
2, 5 and 10 multiplication tables, including recognising
odd and
multiplication and division using the multiplication tables that
they know, including for two-digit numbers times one-digit
numbers, using mental and progressing to efficient written
methods
Children should continue to use pictures and
symbols as well as using practical methods to
support their learning.
involving multiplication and division, including integer scaling
problems and correspondence problems in which n objects
Children will learn the principal, although not the name,
of commutativity, ie that multiplication can be done in
any order.
(Recording on a number line modelled by the teacher when
solving problems and supported by practical work)
Use of bead strings to model groups of.
5
5
5
Children should continue to use pictures and symbols
as well as using practical methods to support their
learning. Arrays and number lines should be used where
appropriate and to support mental calculation.
Partitioning – Jottings to support mental calculation
Arrays
5 x 3 = 15
Children may use jottings to support mental calculation
in a variety of ways
Repeated Addition
3 x 5 = 15
Page 12 of 20
13 x 5 = (10 + 3) x 5
St Chad’s CE Primary School – Mathematics Policy September 2013
3 times 5
is
5 + 5 + 5 = 15
or 3 lots of 5 or 5 x 3
= (10 x 5) + (3 x 5)
= 50 + 15
= 65
Repeated addition can be shown easily on a number line:
Repeated addition
5x3=5+5+5
4x2=
0
Key Vocabulary
lots of, groups of
´, times, multiply, multiplied by
multiple of
once, twice, three times… ten times…
times as (big, long, wide… and so on)
repeated addition
array
row, column
double
43 x 6 =
1
2
3
4
5
6
7
8
How to teach and Success Criteria
 Read the number sentence.
 Draw a number line.
 Write a zero at the beginning of the number
line.
 Look at the first number in the number sentence
and draw that number of jumps on top of the
number line.
 Count each jump in multiples of the second
number to the end of the number line.
 Check your work.
 The last number you landed on is the answer
Key Vocabulary
lots of, groups of
´, times, multiply, multiplied by
multiple of
once, twice, three times… ten times…
times as (big, long, wide… and so on)
repeated addition
array
row, column
double
Page 13 of 20
How to teach and Success Criteria





Read the number sentence
Partition the tens and the units of the largest
number
Multiply the tens
Multiply the units
Add them together to get the answer.
Also teach “missing number” calculations:
Key Vocabulary
lots of, groups of
´, times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times… ten times…
times as (big, long, wide… and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, division, divided by, divided into
left, left over, remainder
St Chad’s CE Primary School – Mathematics Policy September 2013
Year 4
Year 5
Pupils should be taught to:
Pupils should be taught to:
Year 6
tables up to 12 × 12
luding finding all
divide mentally, including: multiplying by 0 and 1; dividing by
1; multiplying together three numbers
and use factor pairs and commutativity in mental
calculations
-digit and three-digit numbers by a one-digit
number using formal written layout
solve problems involving multiplying and adding, including
using the distributive law and harder multiplication problems
such as which n objects are connected to m objects.
factor pairs
where larger numbers are used by decomposing them
into their factors
factors and composite (non-prime) numbers
Children should continue to use practical methods to
support their learning where needed. Informal jottings to
support mental calculation should continue to be used.
Pupils should be taught to:
multiply multi-digit numbers up to 4 digits by a two-digit
whole number using the efficient written method of long
multiplication
-digit whole
number using the efficient written method of long division,
and interpret remainders as whole number remainders,
fractions, or by rounding, as appropriate for the context
including with mixed
operations and large numbers
tablish whether a number up to 100 is prime and
Children should continue to use practical methods to
support their learning where needed.
Informal jottings to support mental calculation
should continue to be used.
recall prime numbers up to 19
- or two-digit
number using an efficient written method, including long
Pencil and paper procedures
multiplication for two-digit numbers
Grid method
X
7
rs mentally drawing upon
20
0
3
140
0
21


34 x 247 =
X
200
0
30
6000
4
800
40
7
1200
210
160
28
7410
known facts
-digit number
161
How to teach and Success Criteria



Pencil and paper procedures
Read the number sentence.
Partition numbers with 1 or more digits.
Draw a grid and write the partitioned numbers on the
outside of the grid.
Multiply the two numbers that are outside of the grid
for each box.
Add the numbers in the grid mentally or using the
using the efficient written method of short division and
+
988
8398
interpret remainders appropriately for the context
Extend to decimals with up to two decimal places as well as
larger numbers.
decimals by 10, 100 and 1000
numbers, and the notation for squared (2) and cubed (3)
Page 14 of 20
How to teach and Success Criteria
 Read the number sentence.
 Partition numbers with 1 or more digits.
 Draw a grid and write the partitioned numbers on
the outside of the grid.
St Chad’s CE Primary School – Mathematics Policy September 2013


expanded method for addition.
Check your work.
The answer to the addition calculation is the answer.
Key Vocabulary
lots of, groups of
times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times… ten times…
times as (big, long, wide… and so on)
repeated addition
array
row, column
double

multiplication and division and a combination of these,

including understanding the meaning of the equals sign


including scaling by simple fractions and problems
involving simple rates.
Children should continue to use practical methods
to support their learning where needed.
Informal jottings to support mental calculation should
continue to be used.
Pencil and paper procedures
Grid method to be extended to multiply
HTU x U and TU x TU.
247 x 3 =
X
3
200
600
40
7
120
21
=741
23 x 34 =
X
20
0
3
30
600
0
90
690
4
80
0
12
+92
782
How to teach and Success Criteria
 Read the number sentence.
 Partition numbers with 1 or more digits.
Page 15 of 20
Multiply the two numbers that are outside of the grid
for each box.
Add the numbers in the grid mentally or using the
expanded method for addition.
Check your work.
The answer to the addition calculation is the
answer.
St Chad’s CE Primary School – Mathematics Policy September 2013





Draw a grid and write the partitioned numbers
on the outside of the grid.
Multiply the two numbers that are outside of the
grid for each box.
Add the numbers in the grid mentally or using
the expanded method for addition.
Check your work.
The answer to the addition calculation is the
answer.
Key Vocabulary
Page 16 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Division
Reception
Sharing into equal groups
Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.
Page 17 of 20
St Chad’s CE Primary School – Mathematics Policy September 2013
Division
Year 1
Year 2
Year 3
Pictures / marks and Linking Sharing to Multiplication.
12 children get into teams of 4 to play a game. How many
teams are there?
Children should continue to use graphical
representations of sharing to support their learning.
They may also begin to use number lines as their
understanding allows.
Children will understand division as grouping rather
than just sharing and will be taught the meaning and
significance of remainders.
Number Lines – “Chunking”
Understand division as sharing and grouping equally
Children will develop their understanding of division and use
jottings to support calculation. There will be intense use of
practical apparatus to support the understanding of sharing.
Sharing – 6 sweets are shared between 2 people. How
many do they have each?
0
3
6
9
12
15
18
Remainders
16 ÷ 3 = 5 r1
Grouping – How many 3’s make 16, how many left over?
e.g.
Children will link sharing to multiplication.
5x2=10
10 shared between 2 people is 5 each.
Children, when discussing problems that involve counting
groups of objects in equal size, can record answers in their
own way.
Key Vocabulary
halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, divided by, divided into
left, left over
18 ÷ 3 =
Grouping - How many 3’s make 18?
0
6  2 can be modelled as:
Key Vocabulary
halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, divided by, divided into
left, left over
Page 18 of 20
3
6
9
12
15 16
How to teach and Success Criteria

Read the number sentence.

Draw a number line.

Write a zero at the beginning of the number line

Draw small jumps and count up in the number you
are dividing by until you reach the first number in
the number sentence.

Check your work

Count the number of jumps the divisor has made.
This is the answer.
St Chad’s CE Primary School – Mathematics Policy September 2013
Division
Year 4
Children should continue to use practical resources as
needed and support mental calculations with number
lines and “chunking” methods.
Year 5
Year 6
Children should continue to use practical resources as
needed and support mental calculations with number
lines and “chunking” methods as well as consolidating
the vertical method.
Children should continue to use practical resources as
needed and support mental calculations with number
lines and “chunking” methods as well as consolidating
the vertical method.
Expanded Vertical Method
Expanded Vertical Method – Long Division
Number lines – “chunking”
This is an intermediate stage before learning the vertical
method that many children may find useful.
2
5
41 ÷ 4 = 10 r 1
+40
7
+1
6
÷
7
=
30
+
6
=
2
5
6
2
10 groups
1
4
0
40
41
4
4
3
6
r
3
0
÷
4
=
10 +
6
7
6
÷
3
=
20
+
5
r
7
6
3
4
3
2
1
=
10
+
2
+
4
7
7
3
6
0
1
r
9
1
3
r
36
4
7
1
3
2
7
2
1
3
1/
4
4
5
1
3
2
3
6
5
÷
6
50
+
4
3
2
5
3
0
0
4
0
6
0
2
4
1
6
2
5
1
5
2
4
Key Vocabulary
halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
6
1
4
1
3
1
6
6
6
6
÷
9/
The quotient can be expressed as a fraction.
4
7
4
Expanded Vertical Method with remainders
6
7
=
5
r
1
5
4
1/
Key Vocabulary
halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse one each, two each, three each…
group in pairs, threes… tens
Page 19 of 20
5
9
4
1
9
Children can express the quotient as a fraction, in its
lowest form, and as a decimal.
6
Key Vocabulary
halve
share, share equally
one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse one each, two each, three each…
group in pairs, threes… tens
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse
St Chad’s CE Primary School – Mathematics Policy September 2013
inverse
equal groups of
divide, division, divided by, divided into
remainder
factor, quotient, divisible by
inverse
How to teach and Success Criteria







Dealing with remainders: How to teach and
Success Criteria
Read the number sentence.
Write the number you are dividing inside the “bus shelter” – this may be called the “target number”
Use multiplication to find out a how many multiples of the divisor you need to get close to the target number
Write at the top how many multiples of the divisor that is#
Find out how much you have left to get to the target number by subtraction
Repeat until you have a remainder that is smaller than the target number. This is your final remainder.
Write the answer and check.
Approved by:
______________________
_________


The remainder becomes the numerator of the
fraction because that is how many is left over.
The divisor becomes the denominator of the
fraction because that is the size of the group you
were making.
Convert the fraction to a decimal using your
knowledge of equivalence or a calculator.
___________
Chair of Governors
Date:

Headteacher
______
_
Page 20 of 20
________