and from adding 1 using initially counting zero. apparatus. back in ones 13 5 = 8 – Count in tens before -2 -3 from any beginning to number work more – 8 9 10 11 12 13 link to coins efficiently. in a piggy bank as well as a number square. Stage Continue Partitioning by Connect Finding the Comparing two sets: comparison or difference. 3: practicing bridging through 10 subtractions difference: above skills. and multiples of 10 from ten to Teachers model Finding the difference on a number line. Count from 0 when subtracting. subtractions how to find the in multiples Continue to practice from difference when Note: Finding the difference is often the most efficient of 4, 8, 50 adjusting when multiples of two numbers way of solving a subtraction problem, and 100. subtracting 11 or 9 10 totalling are relatively e.g. 61 59 – Count on from a number. 100. together.’ 2,003 1,997 ‘close – and back by Relating inverse Initially children 10 or 100 number operations compare two – from any two use structured sets before digit number. apparatus to explore moving on to a Link to and understand that number line counting subtraction undoes comparison. Use 10ps in stick addition. Pupils are tens frame. counting taught to Subtract two forwards and choose digit backwards whether to numbers flexibly. count on or from 100 i.e. Count up depending back ? = 100 - 78 and down in on which is tenths more efficient. – linking to visual image.
and from zero. Count in tens from any number – link to coins in a piggy bank as well as a number square. adding 1 using apparatus. initially counting back in ones before beginning to work more efficiently. 13 – 5 = 8 -2 -3 8 9 10 11 12 13 Stage 3: Continue practicing above skills. Count from 0 in multiples of 4, 8, 50 and 100. Count on and back by 10 or 100 from any two digit number. Link to counting stick counting forwards and backwards flexibly. Count up and down in tenths – linking to visual image. Partitioning by bridging through 10 and multiples of 10 when subtracting. Continue to practice adjusting when subtracting 11 or 9 from a number. Relating inverse number operations – use structured apparatus to explore and understand that subtraction undoes addition. Connect subtractions from ten to subtractions from multiples of 10 totalling 100. Use 10ps in tens frame. Subtract two digit numbers from 100 i.e. ? = 100 - 78 Finding the difference: Teachers model how to find the difference when two numbers are relatively ‘close together.’ Initially children compare two sets before moving on to a number line comparison. Pupils are taught to choose whether to count on or back depending on which is more efficient. Comparing two sets: comparison or difference. Finding the difference on a number line. Note: Finding the difference is often the most efficient way of solving a subtraction problem, e.g. 61 – 59 2,003 – 1,997
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx