Progression in subtraction 1st 2nd 3rd ● Respond rapidly to oral or written Use known facts to answer: Use a calculator to: Find all the ■ questions, explaining the strategy − 2.56 = 5.38; differences you can by using two of ■ used. 7.65 − 6.85 = the numbers. Take 300 from 1240. Use informal pencil and paper jottings 1.07, 0.3, 37.03,17.73, 31.7 How much less than 4.8 is 4.2? to answer: ■ 2.8 add a number is 4.3.What is the − 1475 = 2924; ■ ▲ number? − = 0.03 Use a written method to Find pairs of numbers with a answer: ■ difference of 13.5. 421.3 − 82.57 = Subtraction Stage 7 – No objectives have been included in the programmes of study explicitly related to written methods for subtraction in Y6. However, there is an expectation that children will continue to practice and use the formal written method for larger numbers and decimals and use these methods when solving problems, when appropriate (see previous guidance stage’ for methods). Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient formal written method accurately, and with confidence.
Progression in subtraction 1st 2nd 3rd ● Respond rapidly to oral or written questions, explaining the strategy used. Take 300 from 1240. How much less than 4.8 is 4.2? 2.8 add a number is 4.3.What is the number? Find pairs of numbers with a difference of 13.5. Use known facts to answer: ■ − 2.56 = 5.38; 7.65 − 6.85 = ■ Use informal pencil and paper jottings to answer: ■ − 1475 = 2924; ■ − ▲ = 0.03 Use a written method to answer: 421.3 − 82.57 = ■ Use a calculator to: Find all the differences you can by using two of the numbers. 1.07, 0.3, 37.03,17.73, 31.7 Subtraction – Stage 7 No objectives have been included in the programmes of study explicitly related to written methods for subtraction in Y6. However, there is an expectation that children will continue to practice and use the formal written method for larger numbers and decimals and use these methods when solving problems, when appropriate (see previous stage’ guidance for methods). Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient formal written method accurately, and with confidence.