skills. minutes = 1 hour place value forwards and and 10 minutes to derive Subtract by starting with the first number and backwards Rounding any new ones, partitioning the second, i.e. from 0 in number to the i.e. I know ‘If multiples of nearest 10, 100 or 11 - 3 = 8, I 74 - 27 6, 7, 9, 25 1000. also know and 1000 Rounding numbers 1.1 - 0.3 = 74 20 = 54 – using with one decimal 0.8 and 54 4 = 50 – counting place to nearest 8/100 - 50 3 = 47 – sticks, whole number. 3/100 = number Explore inverse as a 5/100.’ lines, way to derive new Sums and number and to check differences squares, etc. accuracy of of pairs of up and answers. multiples of down in 10, 100 or tenths, 1000. hundredths Subtraction and simple of fractions fractions totalling 1, using models i.e. 1 0.3 = – and images, 0.7 i.e. Dienes equipment, counting stick, ITPs. Stage Count Use apparatus and Continue to First stage of column Children should continue to use empty number lines 5: forwards and knowledge of practice method, including and use more formal written methods when numbers backwards in value to subtract previous expanded method: become too big or complex. steps of decimals, i.e. 3.8 - and make Written powers of 10 2.5 = 1.3 links recording Counting back in tens and ones to solve an addition for any given Reorder increasingly between should follow calculation: number up to complex known facts teacher one million. calculations, i.e. 1.7 and addition modelling pairs for around the size Counting back more efficiently:
skills. forwards and backwards from 0 in multiples of 6, 7, 9, 25 and 1000 using counting sticks, number lines, number squares, etc. up and down in tenths, hundredths and simple fractions using models and images, i.e. Dienes equipment, counting stick, ITPs. 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 to check accuracy of answers. place value to derive new ones, i.e. ‘If I know 11 - 3 = 8, I also know 1.1 - 0.3 = 0.8 and 8/100 - 3/100 = 5/100.’ Sums and differences of pairs of multiples of 10, 100 or 1000. Subtraction of fractions totalling 1, i.e. 1 – 0.3 = 0.7 Subtract by starting with the first number and partitioning the second, i.e. 74 - 27 74 – 20 = 54 54 – 4 = 50 50 – 3 = 47 Stage 5: Count forwards and backwards in steps of powers of 10 for any given number up to one million. Use apparatus and knowledge of value to subtract decimals, i.e. 3.8 - 2.5 = 1.3 Reorder increasingly complex calculations, i.e. 1.7 Continue to practice previous and make links between known facts and addition pairs for First stage of column method, including expanded method: Written recording should follow teacher modelling around the size Children should continue to use empty number lines and use more formal written methods when numbers become too big or complex. Counting back in tens and ones to solve an addition calculation: Counting back more efficiently:
draft_calculation_policy_-_updated_october_2015.docx