Counting Mental strategies Rapid recall Written calculation and appropriate models and images to support conceptual understanding Stage Count Doubling up to six and then ten Derive/recall Developing early Use objects, pictorial representations and arrays 1: forwards whilst using related models and doubles up conceptual to show the concept of division as grouping and and images. to five and understanding of sharing. backwards derive/recall division as in 2s, 5s halves up to grouping and and 10s ten. sharing: Recall odd and even numbers to 10 in children share six pencils between them” “Two reference to structured apparatus. children are asked to get into three equal “Six groups” 2: Count Begin to understand and use Derive/recall Understanding Number lines and arrays: forwards inverse number operations. doubles up division as 12 ÷ 3 = 4 and to ten and repeated backwards derive/recall subtraction: in 2s, 3s, 5s halves up to Investigate and 10s 15 twenty. division as from zero. repeated Recall odd subtraction. and even Through 15 5 = 3 3 5 numbers to teacher Stories are used alongside a 20 in modelling, triad to help children understand reference to children 0 5 10 15 links between number structured need to operations, e.g. children are apparatus. know that “15
Counting Mental strategies Rapid recall Written calculation and appropriate models and images to support conceptual understanding Stage 1: Count forwards and backwards in 2s, 5s and 10s Doubling up to six and then ten whilst using related models and images. Derive/recall doubles up to five and derive/recall halves up to ten. Recall odd and even numbers to 10 in reference to structured apparatus. Developing early conceptual understanding of division as grouping and sharing: Use objects, pictorial representations and arrays to show the concept of division as grouping and sharing. “Two children share six pencils between them” “Six children are asked to get into three equal groups” 2: Count forwards and backwards in 2s, 3s, 5s and 10s from zero. Begin to understand and use inverse number operations. 15 3 5 Stories are used alongside a triad to help children understand links between number operations, e.g. “15 children are Derive/recall doubles up to ten and derive/recall halves up to twenty. Recall odd and even numbers to 20 in reference to structured apparatus. Understanding division as repeated subtraction: Investigate division as repeated subtraction. Through teacher modelling, children need to know that Number lines and arrays: 12 ÷ 3 = 4 15 5 = 3 0 5 10 15
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx