number up to Reorder increasingly known facts teacher one million. complex and addition modelling Continue to calculations, i.e. 1.7 pairs for around the size Counting back more efficiently: count 5 0.7 = 1.7 0.7 fractions, of numbers and – – – forwards and 5. percentages place value – backwards in Compensating i.e. and using a variety – simple 405 - 399 decimals. of concrete → fractions. subtract 400 and Doubles and materials, e.g. Count then add 1. halves of straws, forward and decimals, Numicon, backwards in i.e. half of Dienes and appropriate 5.6, double place-value decimals and 3.4. cards. percentages. Sums and differences of decimals, i.e. 6.5 + 2.7 Stage Continue to Bridging through Ensure all Second stage of Formal columnar: 6: practice decimals, i.e. 1.5 children are column method: – 0.8 = 1.5 0.5 then confident –
number up to one million. Continue to count forwards and backwards in simple fractions. Count forward and backwards in appropriate decimals and percentages. Reorder increasingly complex calculations, i.e. 1.7 – 5 – 0.7 = 1.7 – 0.7 – 5. Compensating – i.e. 405 - 399 → subtract 400 and then add 1. known facts and addition pairs for fractions, percentages and decimals. Doubles and halves of decimals, i.e. half of 5.6, double 3.4. Sums and differences of decimals, i.e. 6.5 + 2.7 teacher modelling around the size of numbers and place value using a variety of concrete materials, e.g. straws, Numicon, Dienes and place-value cards. Counting back more efficiently: Stage 6: Continue to practice Bridging through decimals, i.e. 1.5 – 0.8 = 1.5 – 0.5 then Ensure all children are confident Second stage of column method: Formal columnar:
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx