Continue Bridging through 60 As above. Use empty number lines to find the difference by Stage Subtracting TU U – 4: practicing of for time, i.e. 70 Use known and TU TU: bridging through multiples of ten. – previous minutes = 1 hour facts and skills. Count and 10 minutes place value forwards and Rounding any to derive Subtract by starting with the first number and backwards number to the new ones, partitioning the second, i.e. from 0 in nearest 10, 100 or i.e. I know ‘If multiples of 1000. 11 - 3 = 8, I 74 - 27 6, 7, 9, 25 Rounding numbers also know and 1000 with one decimal 1.1 - 0.3 = 74 20 = 54 – using place to nearest 0.8 and 54 4 = 50 – counting whole number. 8/100 - 50 3 = 47 – sticks, Explore inverse as a 3/100 = number way to derive new 5/100.’ lines, and to check Sums and number accuracy of differences squares, etc. answers. of pairs of up and multiples of down in 10, 100 or tenths, 1000. hundredths Subtraction and simple of fractions fractions totalling 1, using models i.e. 1 0.3 = – and images, 0.7 i.e. Dienes equipment, counting stick, ITPs. Count Use apparatus and Continue to Children should continue to use number lines and Stage stage of column 5: forwards and knowledge of place practice method, including use more formal written methods when numbers backwards in value to subtract previous expanded method: become too big or complex. steps of decimals, i.e. 3.8 - stage and Written powers of 10 2.5 = 1.3 make links recording Counting back in tens and ones to solve an addition for any given between should follow calculation:
Stage 4: Continue practicing of previous skills. Count forwards and backwards from 0 in multiples of 6, 7, 9, 25 and 1000 using counting sticks, number lines, number squares, etc. up and down in tenths, hundredths and simple fractions using models and images, i.e. Dienes equipment, counting stick, ITPs. Bridging through 60 for time, i.e. 70 minutes = 1 hour and 10 minutes Rounding any number to the nearest 10, 100 or 1000. Rounding numbers with one decimal place to nearest whole number. Explore inverse as a way to derive new and to check accuracy of answers. As above. Use known facts and place value to derive new ones, i.e. ‘If I know 11 - 3 = 8, I also know 1.1 - 0.3 = 0.8 and 8/100 - 3/100 = 5/100.’ Sums and differences of pairs of multiples of 10, 100 or 1000. Subtraction of fractions totalling 1, i.e. 1 – 0.3 = 0.7 Subtracting TU – U and TU – TU: Use empty number lines to find the difference by bridging through multiples of ten. Subtract by starting with the first number and partitioning the second, i.e. 74 - 27 74 – 20 = 54 54 – 4 = 50 50 – 3 = 47 Stage 5: Count forwards and backwards in steps of powers of 10 for any given Use apparatus and knowledge of place value to subtract decimals, i.e. 3.8 - 2.5 = 1.3 Continue to practice previous stage and make links between stage of column method, including expanded method: Written recording should follow Children should continue to use number lines and use more formal written methods when numbers become too big or complex. Counting back in tens and ones to solve an addition calculation:
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx