The + and = and missing numbers The and = signs and missing numbers – Continue using a range of equations as in Key Stage 1 and Continue using a range of equations as in Key Stage 1 and Year 3 but with appropriate numbers. Year 3 but with appropriate numbers. Partition into hundreds, tens and ones and recombine Differences Either partition both numbers and recombine or partition the Find a difference by counting up, e.g. 8006 2993 = 5013. – This can be modelled on an empty number line. second number only e.g. 358 + 73 = 358 + 70 + 3 DF4.6 Use number facts and place value to subtract = 428 + 3 6.1 0.4 = 5.7 = 431 – Add or subtract the nearest multiple of 10 or 100, then 5.7 6.0 6.1 adjust Continue as in Year 2, 3 and 4 but with appropriate numbers -0. 3 -0 .1 e.g. 458 + 79 = is the same as 458 + 80 - 1 AS4.1 Subtraction with at least four digits using formal AS4.1 Addition of numbers with at least four digits using method of columnar subtraction formal method of columnar addition For instance, 6467 2684 = 3783 358 – Using expanded column subtraction where children +73 431 experience difficulty with decomposition and need to ‘see’ this. 1 1 3587 DF4.6 Extend subtraction to decimals (same number of +675 decimals places) and adding several numbers (with 4262 different numbers of digits) 1 1 1 The formal, efficient method of columnar addition will involve crossing of boundaries (at the tens, hundreds and/or thousands). Take a systematic approach to teaching this looking at crossing each boundary in turn before mixed practice. Revert to expanded method if children experience difficulties. DF4.6 Extend addition to decimals (same number of decimals places) and adding several numbers (with different numbers of digits). Video clips: 1. 2. 3, Multiplication Division The x and = signs and missing numbers The ÷ and = signs and missing numbers Continue using a range of equations but with appropriate Continue using a range of equations but with appropriate numbers for Year 4. numbers for Year 4.
The + and = and missing numbers Continue using a range of equations as in Key Stage 1 and Year 3 but with appropriate numbers. Partition into hundreds, tens and ones and recombine Either partition both numbers and recombine or partition the second number only e.g. 358 + 73 = 358 + 70 + 3 = 428 + 3 = 431 Add or subtract the nearest multiple of 10 or 100, then adjust Continue as in Year 2, 3 and 4 but with appropriate numbers e.g. 458 + 79 = is the same as 458 + 80 - 1 AS4.1 Addition of numbers with at least four digits using formal method of columnar addition 358 +73 431 1 1 3587 +675 4262 1 1 1 The formal, efficient method of columnar addition will involve crossing of boundaries (at the tens, hundreds and/or thousands). Take a systematic approach to teaching this looking at crossing each boundary in turn before mixed practice. Revert to expanded method if children experience difficulties. DF4.6 Extend addition to decimals (same number of decimals places) and adding several numbers (with different numbers of digits). The – and = signs and missing numbers Continue using a range of equations as in Key Stage 1 and Year 3 but with appropriate numbers. Differences Find a difference by counting up, e.g. 8006 – 2993 = 5013. This can be modelled on an empty number line. DF4.6 Use number facts and place value to subtract 6.1 – 0.4 = 5.7 5.7 6.0 6.1 -0. 3 -0 .1 AS4.1 Subtraction with at least four digits using formal method of columnar subtraction For instance, 6467 – 2684 = 3783 Using expanded column subtraction where children experience difficulty with decomposition and need to ‘see’ this. DF4.6 Extend subtraction to decimals (same number of decimals places) and adding several numbers (with different numbers of digits) Video clips: 1. 2. 3, Multiplication Division The x and = signs and missing numbers Continue using a range of equations but with appropriate numbers for Year 4. The ÷ and = signs and missing numbers Continue using a range of equations but with appropriate numbers for Year 4.
Stanley-Grove-New-Curriculum-Calculation-Policy.docx