Download Calculation Overview from R to Y6

Alkrington Calculation Policy Overview
addition
Rec
subtraction
They develop ways of recording calculations using pictures etc.
They develop ways of recording calculations using pictures etc.
They use practical resources to support calculation.
They use practical resources to support calculation.
Children use counting on in their head using their fingers.
Teachers demonstrate the use of the number line

Children begin to calculate using a number line.
multiplication
division
They will work on practical problem solving activities involving equal
sets or groups.
Children will understand equal groups and share items out in
play and problem solving.
They will count in 2s and 10s and begin to count in 5s.
They will count in 2s and 10s and begin to count in 5s.
Children will experience equal groups of objects.
Children will understand equal groups and share items out in
play and problem solving.
Teachers demonstrate the use of the number line

Children begin to calculate using a number line.
Y1
They use practical resources to support calculation.
Children then begin to use numbered lines to support their own
calculations using a numbered line to count on in ones.
Children then begin to use numbered lines to support their own
calculations - using a numbered line to count back in ones.
They will count in 2s 5s and 10s
They will work on practical problem solving activities involving equal
sets or groups.
They move on to use a 100 square for larger numbers.
Children will begin to draw own number line.
Y2
Y3
They begin to calculate using a number line to count on in groups.
Children will begin to use ‘empty number lines’ to count on
starting with the larger number.

First counting on in tens and ones.

Then become more efficient by adding the ones in
one jump

Followed by adding the tens in one jump and the ones
in one jump.
Children will begin to use empty number lines to support
calculations. If numbers are far apart count back.

First counting back in tens and ones.

Then become more efficient by subtracting the units
in one jump

Subtracting the tens in one jump and the units in one
jump.
Begin to partition and recombine
Begin to count on using an empty number line if numbers are
close.
Continue to partition and recombine as Y2
Continue to use empty number lines with increasingly large
numbers as in Y2
Use empty number lines to count on from the largest number
irrespective of the order of the calculation.
They will continue count in 2s 5s and 10s.
Children will develop their understanding of multiplication and use
jottings to support calculation as repeated addition

Extend to show on an empty number line
Begin to understand commutativity ie know 3 x 5 has the same
answer as 5 x 3. This can also be shown on the number line.
Children will develop their understanding of division and use
jottings to support calculation

Sharing equally
Children will develop their understanding of division by
grouping or repeated subtraction
Children should be able to model a multiplication calculation using an
array. This knowledge will support with the development of the grid
method.
Repeated addition using a number line
Begin to use grid method
Continue to use repeated addition using a number line
Grid method
Continue to develop their use of repeated addition to be able
to subtract multiples of the divisor.
Where the numbers in the calculation are close together or
near to multiples of 10, 100 etc counting on using a number line
may be used.
Begin to use a formal method – vertical addition
Begin to use formal pencil and paper method -decomposition.
Y4
Continue to develop use of formal method by carrying – vertical
addition
Continue to develop use of formal pencil and paper method decomposition.
Begin to move onto vertical multiplication
Where the numbers are involved in the calculation are close
together or near to multiples of 10, 100 etc counting on using a
number line should be used.
Y5
Continue to extend the carrying method to numbers with more
than four digits.
Begin to add two or more numbers with up to three decimal
places
Y6
Extend the carrying method to numbers with any number of
digits.
As Y4 and continue to develop use of formal pencil and paper
method including decimals
- decomposition.
Begin to find the difference between two numbers with up to
three digits and the same number of decimal places
As Y5 and begin to subtract decimals with up to three decimal
places
Add decimals with up to three decimal places
By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved.
Children should not be made to go onto the next stage if: they are not ready
or they are not confident.
Children should be encouraged to approximate their answers before calculating.
Children should be encouraged to consider if a mental calculation would be appropriate before using written methods.
Begin to use short division - bus stop method.
Continue to develop use of grid method and vertical method
Begin to use long multiplication – multiplication by more than a single
digit ie TU x TU
Be able to multiply decimals with one decimal place by a single digit
number,
Be able to multiply decimals with up to three decimal places by a
single digit number and then two digit numbers, approximating first.
Continue to use the bus stop method to solve short division
up to ThHTU ÷ U including decimals (money).
Develop use of showing remainders as fractions
e.g., 37÷4= 9¼
Begin to make sensible decisions about rounding up or
rounding down after division.
Continue to use written methods up to ThHTU ÷ U as Y5.
Move onto ThHTU ÷ TU with remainders shown as decimals
Division calculations should extend to decimals with up to
three decimal places.