- 64 (8 X 8) 8 X 8 = 64 0 Stage Counting Identify multiples and factors, Recall & use Dividing a As schools have autonomy to decide children’s 5: forwards including finding all factor pairs multiplication by 1-digit progression in learning between long and short and of a number, and common facts for all number, in division in Years 5 and 6, the maths team backwards factors of two numbers. times-tables relation to long suggest beginning with long division. in 2s, 3s, 4s, up to 12 X division: Remainders should be interpreted in the 5s, 6s, 7s, 12. By this following ways when long division is used: 8s, 9s, 10s, stage, there as whole numbers 25s and is a statutory as fractions 1000s from requirement through rounding in an appropriate way to zero. that children the context can use a formal Long division: written 415 9 = 46 and 1/9 calculation method, 46 and 1/9 such as long 9 415 division. - 360 (9 X 40) division 55 may begin to - 54 (9 X 6) be taught 1 alongside long division, but still with use of visual Stage Consolidate Perform mental calculations, Recall & use Dividing a As schools have autonomy to decide children’s all previous including with mixed numbers multiplication progression in learning between long and 6: by 2/1-digit counting, and different number operations. facts for all number, in division in Years 5 and 6, the maths team including times-tables relation to long suggest moving from long division to short forwards up to 12 X and then short division. and 12. In division: Remainders should be interpreted in the backwards addition, use By this following way when short division is used: in fractions. facts stage, there
- 64 (8 X 8) 8 X 8 = 64 0 Stage 5: Counting forwards and backwards in 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, 10s, 25s and 1000s from zero. Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Recall & use multiplication facts for all times-tables up to 12 X 12. Dividing a by 1-digit number, in relation to long division: By this stage, there is a statutory requirement that children can use a formal written calculation method, such as long division. division may begin to be taught alongside long division, but still with use of visual As schools have autonomy to decide children’s progression in learning between long and short division in Years 5 and 6, the maths team suggest beginning with long division. Remainders should be interpreted in the following ways when long division is used: as whole numbers as fractions through rounding in an appropriate way to the context Long division: 415 9 = 46 and 1/9 46 and 1/9 9 415 - 360 (9 X 40) 55 - 54 (9 X 6) 1 Stage 6: Consolidate all previous counting, including forwards and backwards in fractions. Perform mental calculations, including with mixed numbers and different number operations. Recall & use multiplication facts for all times-tables up to 12 X 12. In addition, use facts Dividing a by 2/1-digit number, in relation to long and then short division: By this stage, there As schools have autonomy to decide children’s progression in learning between long and division in Years 5 and 6, the maths team suggest moving from long division to short division. Remainders should be interpreted in the following way when short division is used:
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx