two, five and 5 subtract 4 tens frames, to use of a fully numbered ten. leaves 1 abaci, etc. number-line. Stage 2: Continue Reorder Recall Counting on from any number: Number line with all numbers labelled practicing numbers when addition Children begin to use numbered above skills. adding, i.e. facts for all lines to support their own 0 1 2 3 4 5 6 7 8 9 10 11 12 Count in start with numbers to calculations, initially counting in steps of 2, 3 largest 20. ones before beginning to work 18 + 5 and 5 number, find more efficiently. forwards and bonds, etc. +1 +1 +1 +1 +1 backwards to Add doubles Counting on from the largest number: and from and derive Children reorder calculations to 18 19 20 21 22 23 24 zero. near doubles. start with the largest number. Count in tens Round …to… from any numbers to +2 +3 number link the nearest – to coins in a 10. 18 19 20 21 22 23 piggy bank as well as a Use of questions such as: might I ‘How number rearrange these to find the total?’ square. Stage 3: Continue Partitioning by Connect Expanded horizontal addition: Add… practicing bridging pairs Add numbers using structured above skills. through 10 totalling ten apparatus to support Count from 0 and multiples to pairs of understanding of place value. in multiples of of 10 when multiples of Make connections between …and… 4, 8, 50 and adding. 10 totalling partitioning both numbers using 100. Count on Adjusting 100. structured apparatus and partition by 10 or 100 when adding the second number only using a number line. By partitioning and recombining
two, five and ten. 5 subtract 4 leaves 1 tens frames, abaci, etc. to use of a fully numbered number-line. Stage 2: Continue practicing above skills. Count in steps of 2, 3 and 5 forwards and backwards to and from zero. Count in tens from any number – link to coins in a piggy bank as well as a number square. Reorder numbers when adding, i.e. start with largest number, find bonds, etc. Add doubles and derive near doubles. Round numbers to the nearest 10. Recall addition facts for all numbers to 20. Counting on from any number: Children begin to use numbered lines to support their own calculations, initially counting in ones before beginning to work more efficiently. Counting on from the largest number: Children reorder calculations to start with the largest number. Number line with all numbers labelled 0 1 2 3 4 5 6 7 8 9 10 11 12 18 + 5 +1 +1 +1 +1 +1 18 19 20 21 22 23 24 …to… +2 +3 18 19 20 21 22 23 Use of questions such as: ‘How might I rearrange these to find the total?’ Stage 3: Continue practicing above skills. Count from 0 in multiples of 4, 8, 50 and 100. Count on by 10 or 100 Partitioning by bridging through 10 and multiples of 10 when adding. Adjusting when adding Connect pairs totalling ten to pairs of multiples of 10 totalling 100. Expanded horizontal addition: Add numbers using structured apparatus to support understanding of place value. Make connections between partitioning both numbers using structured apparatus and partition the second number only using a number line. Add… …and… By partitioning and recombining
Oxfordshire%20Draft%20Calculation%20Policy%20-%20Updated%20October%202015.docx