in ones Pupils use Rapid recall Stage Subtraction as taking 1: to and apparatus to explore of away from a group: across 100, addition as the subtraction Children forwards and inverse of facts for develop a 5 - 2 = 3 backwards subtraction: numbers up mental picture starting from . to 10. of the number 0, 1 and Use system for use take away two leaves four’ ‘six other structured with calculation. numbers. add one is five.’ apparatus, A range of key ‘four in subtract four i.e. models and ‘five less than six is five’ ‘one multiples of leaves one’ Numicon, images support two, five and tens frames, this, alongside ten. abaci etc. practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. Stage Continue Bridging through two Recall Subtracting by Number line with all numbers labelled 2: practicing digit numbers, i.e. 24 subtraction counting back and above skills. 19 = 19 + 1 + 4 (and on: – Count in using number lines. addition) Children begin 0 1 2 3 4 5 6 7 8 9 10 11 12 steps of 2, 3 Subtracting 11 by facts for all to use and 5, subtracting 10 and numbers to numbered lines 13 5 = 8 – forwards and then 1 more. Move 20. to support their backwards to to subtracting 9 by own -1 -1 -1 -1 -1 subtracting 10 and calculations, 8 9 10 11 12 13
Stage 1: in ones to and across 100, forwards and backwards starting from 0, 1 and other numbers. in multiples of two, five and ten. Pupils use apparatus to explore addition as the inverse of subtraction: . ‘four add one is five.’ ‘five subtract four leaves one’ Rapid recall of subtraction facts for numbers up to 10. Use structured apparatus, i.e. Numicon, tens frames, abaci etc. Subtraction as taking away from a group: Children develop a mental picture of the number system for use with calculation. A range of key models and images support this, alongside practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. 5 - 2 = 3 ‘six take away two leaves four’ ‘one less than six is five’ Stage 2: Continue practicing above skills. Count in steps of 2, 3 and 5, forwards and backwards to Bridging through two digit numbers, i.e. 24 – 19 = 19 + 1 + 4 using number lines. Subtracting 11 by subtracting 10 and then 1 more. Move to subtracting 9 by subtracting 10 and Recall subtraction (and addition) facts for all numbers to 20. Subtracting by counting back and on: Children begin to use numbered lines to support their own calculations, Number line with all numbers labelled 0 1 2 3 4 5 6 7 8 9 10 11 12 13 – 5 = 8 -1 -1 -1 -1 -1 8 9 10 11 12 13
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx