supports the form’ to the calculations mainly involve 1-digit numbers. Using this method ‘contracted requires pupils to follow a precise procedure, working from right to left, and so on. It also involves a precise layout of the writing, aligning the digits in columns. Suggested Written Recording Semi-formal Strategies for multiplication Semi-formal Strategies for division These are well- organised, standardised, written strategies. Chunking - pupil repeatedly takes away of the large ‘chunks’ number, where each is an easy multiple of the divisor, ‘chunk’ Children can begin to use the number lines’ efficiently by making ‘empty until the large number has been reduced to zero or the remainder bigger jumps. is less than the divisor. At the same time the pupil keeps track of the total amount of subtracted, which eventually ‘chunks’ becomes the final result of the sum. Or use the grid method (provide children with opportunities to create arrays for two-digit x one-digit multiplication as this leads them into recording the method’ effectively). ‘grid E.g.14 x 3 = Ensure pupils have a clear layout and that they understand the e.g. 127 x 4 process for chunking to divide a single-digit number before moving into dividing by a two-digit number.
supports the ‘contracted form’ to the calculations mainly involve 1-digit numbers. Using this method requires pupils to follow a precise procedure, working from right to left, and so on. It also involves a precise layout of the writing, aligning the digits in columns. Suggested Written Recording Semi-formal Strategies for multiplication These are well- organised, standardised, written strategies. Children can begin to use the ‘empty number lines’ efficiently by making bigger jumps. Or use the grid method (provide children with opportunities to create arrays for two-digit x one-digit multiplication as this leads them into recording the ‘grid method’ effectively). E.g.14 x 3 = e.g. 127 x 4 Semi-formal Strategies for division Chunking - pupil repeatedly takes away ‘chunks’ of the large number, where each ‘chunk’ is an easy multiple of the divisor, until the large number has been reduced to zero or the remainder is less than the divisor. At the same time the pupil keeps track of the total amount of ‘chunks’ subtracted, which eventually becomes the final result of the sum. Ensure pupils have a clear layout and that they understand the process for chunking to divide a single-digit number before moving into dividing by a two-digit number.
Numeracy-Progression-1l3ayk6.docx