fractions to check Addition using models accuracy of doubles of and images, answers. numbers to i.e. Dienes 100. equipment, Pairs of counting stick, fractions ITPs. totalling 1. Illustration of how to use Dienes equipment to ensure children have an understanding of place value when using columnar addition. 5: Count Use apparatus Continue to Expanded vertical method, leading to Informal columnar: forwards and and practice columnar addition: Adding the tens first: backwards in knowledge of previous Teachers model a column method steps of place value to and make that records and explains partial powers of 10 add decimals, links mental methods. Adding the ones for any given i.e. 3.8 + 2.5 = between There remains an emphasis on number up to 5 + 1.3 known facts the language of calculation, e.g. one million. Reorder and addition plus seventy equals ‘Forty Continue to increasingly pairs for and ten.’… add ‘Seven count complex fractions, six equals thirteen.’ …before forwards and calculations, percentages recombining numbers. Teachers backwards in i.e. 1.7 + 2.8 + and also model the language of: ‘Four simple 0.3 = 1.7 + 0.3 decimals tens add seven tens total eleven fractions. + 2.8 Doubles and tens or 110.’ Count forward Compensating halves of Teachers similarly advance to and i.e. 405 + decimals, model the addition of two 3-digit –
fractions using models and images, i.e. Dienes equipment, counting stick, ITPs. to check accuracy of answers. Addition doubles of numbers to 100. Pairs of fractions totalling 1. Illustration of how to use Dienes equipment to ensure children have an understanding of place value when using columnar addition. 5: Count forwards and backwards in steps of powers of 10 for any given number up to one million. Continue to count forwards and backwards in simple fractions. Count forward and Use apparatus and knowledge of place value to add decimals, i.e. 3.8 + 2.5 = 5 + 1.3 Reorder increasingly complex calculations, i.e. 1.7 + 2.8 + 0.3 = 1.7 + 0.3 + 2.8 Compensating – i.e. 405 + Continue to practice previous and make links between known facts and addition pairs for fractions, percentages and decimals Doubles and halves of decimals, Expanded vertical method, leading to columnar addition: Teachers model a column method that records and explains partial mental methods. There remains an emphasis on the language of calculation, e.g. ‘Forty plus seventy equals and ten.’… ‘Seven add six equals thirteen.’ …before recombining numbers. Teachers also model the language of: ‘Four tens add seven tens total eleven tens or 110.’ Teachers similarly advance to model the addition of two 3-digit Informal columnar: Adding the tens first: Adding the ones
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx