Download Winford Calculation Policy-KS1

Winford Church of England
Primary School
Written Calculation Methods
Key Stage 1
At Winford Church of England Primary School, your child takes part in a daily Maths lesson.
During these lessons they have the opportunity to explore a wide range of areas of learning in
Maths, from counting to measures, handling data to shape and space. Throughout these
areas, they learn and apply mental and written calculation strategies to help them solve
problems, and advance their learning.
This booklet will explain the written methods which we use at Winford. Many of these
methods will be familiar, others may be new to you. In order for your child to learn best at
school and at home, it is important that there is consistency in the vocabulary and methods
used, and your child is encouraged to apply the same methods that they use in the classroom
to any Maths-based activities that they complete at home. The written methods for the four
operations (+ - x ÷) are presented in the order that they are taught. Some children will advance
quickly through the methods, whilst others will require more time at each stage to consolidate
their understanding. This means that the methods are not divided up according to year group.
Your child’s class teacher will be able to let you know which methods your child is currently
learning and using.
Although the focus of this booklet is on pencil and paper methods it is important to recognise
that the ability to calculate mentally lies at the heart of our teaching of Maths. Mental
methods will be taught systematically from Reception onwards and pupils will be given regular
opportunities to develop the necessary skills. In every written method there is an element of
mental processing and it is essential that pupils have a secure understanding of mental
methods in order to support this. There are lots of ways you can support your child to develop
their mental methods e.g. discussing the total cost of different items when you go shopping,
practising number bonds to 20 or memorising times tables. Our long-term aim is for your child
to be able to select an efficient method of their choice that is appropriate for a given task.
We hope that you will find this booklet useful when it comes to supporting your child with
their maths. If you do require any further information or support, please speak to your child’s
class teacher and they will be happy to help.
Addition – KS1
Number lines (numbered)
Partition into tens and ones and recombine
Use hundred square to support place value when adding tens, and adding ones.
7+4
0
1
2
3
4
5
6
7
8
9
10
11
12
Recording by
- drawing jumps on prepared lines
- constructing own lines
(Teachers model jottings appropriate for larger numbers.)
Mental/Practical Addition
Counting small objects and combining groups of small objects.
Counting on from the highest number.
Counting on using a number square.
12 + 23 = 10 + 2 + 20 + 3
10 + 20 = 30
2+3=5
30 + 5
= 35
Refine to partitioning the second number only:
Children use labelled number lines.
23 + 12 = 23 + 10 + 2
= 33 + 2
= 35
+10
+2
23
35
33
Add 9 or 11 by adding 10 and adjusting by 1
35 + 9 = 44
+10
35
44
-1
+ = signs and missing numbers
+ = signs and missing numbers
3+4=
7 =3 +4
23 + 4 =
7= 2 +
7+
3+
=7
+4=7
+
=7
=3+4
7=
+
Promote covering up of operations and numbers.
= 12 + 7
= 37
25 =
+ 20
+ 20 = 24
45 = 40 +
+
50 =
= 30
+
45
Subtraction – KS1
Number lines (numbered)
11 – 7
(Counting back)
0
1
2
3
4
5
6
Use known number facts and place value to subtract
(partition second number only)
7
8
9
10
11
37 – 12 = 37 – 10 – 2
= 27 – 2
= 25
12
27
25
The difference between 7 and 11
(Counting on)
37
- 2
0
1
2
3
4
5
6
7
8
9
10
11
- 10
12
Find a small difference by counting up
Recording by drawing jumps on prepared lines
42 – 39 = 3
Mental / Practical Subtraction
Cubes/counters for counting and taking away.
Counting back from number in head.
+1
39
- = signs and missing numbers
7-3=
7-
=7-3
=4
4=
-3=4
4=7-
-
4=
=4
-3
+2
40
- = signs and missing numbers
14 - 3 =
16 -
= 17 - 3
=4
- 3 = 17
-
42
-
= 12
15 =
-6
6 = 13 20 =
-
Multiplication – KS1
Pictures and symbols
Arrays and repeated addition
There are 3 sweets in one bag.
How many sweets are there in 5 bags?
4 columns of 2 is 4 x 2 or 2 + 2 + 2 + 2


(Record on a number line as repeated addition - modelled by the teacher when
solving problems.)
Mental / Practical Multiplication
Counting in 2s, 5s and 10s.
Counting groups of 2, 5 and 10.
Finding multiples of 2, 5 and 10 on a number square and looking for patterns.
  
  
Can also be seen as:
2 rows of 4 or 2 x 4 or 4 + 4


  
  
2 + 2 + 2 + 2 can be recorded as repeated addition on a number line
0
1
2
3
4
5
6
x = signs and missing numbers
7x2=
7x
=2x7
= 14
x 2 = 14
x
= 14
14 =
x7
14 = 2 x
14 =
x
7
8
Division – KS1
Pictures / marks
Share objects into groups, generally linked to multiples of 2, 5 and 10.
If you have 6 toys and share them between 2 people. How many toys does each
person have?
Understand division as sharing and grouping
Sharing
6 sweets are shared between 2 people. How many do they have each?
6  2 can be modelled as:
Finding half
Find half or a quarter of an object e.g. fruit, ribbons, string, shapes (folding).
 
  
Where appropriate, relate division to multiplication as the inverse operation.
  
Grouping
There are 6 sweets. How many people can have 2 each? (How many 2’s make 6?)
0
2
-2
4
6
-2
-2
Repeated subtraction modelled with a number line and a range of practical
resources.
Where appropriate, relate division to multiplication as the inverse operation.
÷ = signs and missing numbers
6÷2=
6÷
=6÷2
=3
3=6 ÷
÷2=3
3=
÷2
÷
3=
÷
=3