from any two 11 or 9 to a 30+ 40 = 70 digit number. number. 5 + 7 = 12 Link to Relating 70 + 12 = 82 counting stick: inverse Use 10ps in counting number tens frame. forwards and operations – Recall pairs backwards using of two-digit flexibly. structured numbers Count up and apparatus to with a total down in explore and of 100, i.e. tenths understand – 32 + ? = linking to that 100. visual image. subtraction undoes addition. Stage 4: Continue Bridging As Expanded horizontal method, leading It is crucial that empty number lines are practicing through 60 for Use known to columnar addition: kept as well as using more formal written previous time, i.e. 70 facts and Written recording should follow calculation methods. skills. Count minutes = 1 place value teacher modelling around the size forwards and hour and 10 to derive of numbers and place value using backwards minutes. new ones, a variety of concrete materials, from 0 in Rounding any i.e. I know e.g. straws, Numicon, Dienes and ‘If multiples of 6, number to the 8 + 3 = 11, I place-value cards. 7, 9, 25 and nearest 10, also know Teachers model how numbers 1000 using 100 or 1000. 0.8 + 0.3 = can be partitioned into tens and counting Rounding 1.1 and ones, as well as in different ways, sticks, numbers with 8/100 + e.g. 20 + 5 number lines, one decimal 3/100 = 10 + 15 number place to 11/100.’ As children move towards using a squares, etc. nearest whole Sums and columnar method, links continue Count up and number. differences to be made with earlier models down in Explore of pairs of and images, including the number tenths, inverse as a multiples of line. hundredths way to derive 10, 100 or and simple new and 1000.
from any two digit number. Link to counting stick: counting forwards and backwards flexibly. Count up and down in tenths – linking to visual image. 11 or 9 to a number. Relating inverse number operations – using structured apparatus to explore and understand that subtraction undoes addition. Use 10ps in tens frame. Recall pairs of two-digit numbers with a total of 100, i.e. 32 + ? = 100. 30+ 40 = 70 5 + 7 = 12 70 + 12 = 82 Stage 4: Continue practicing 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. Count up and down in tenths, hundredths and simple 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 As Use known facts and place value to derive new ones, i.e. ‘If I know 8 + 3 = 11, I also know 0.8 + 0.3 = 1.1 and 8/100 + 3/100 = 11/100.’ Sums and differences of pairs of multiples of 10, 100 or 1000. Expanded horizontal method, leading to columnar addition: Written recording should follow 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. Teachers model how numbers can be partitioned into tens and ones, as well as in different ways, e.g. 20 + 5 10 + 15 As children move towards using a columnar method, links continue to be made with earlier models and images, including the number line. It is crucial that empty number lines are kept as well as using more formal written calculation methods.
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx