Subtraction: Counting Mental strategies Rapid Written calculation and appropriate models and images to support Recall conceptual understanding Stage Count in Pupils use Rapid recall Subtraction as taking 1: ones to and apparatus to explore of away from a group: across 100, addition as the subtraction Children forwards and inverse of facts for develop a 5 - 2 = 3 backwards subtraction: numbers up mental picture starting from . to 10. of the number 0, 1 and Use system for use take away two leaves four’ ‘six other structured with calculation. numbers. add one is five.’ apparatus, A of key ‘four Count in subtract four i.e. models and ‘five less than six is five’ ‘one multiples of leaves one’ Numicon, images support two, five and tens frames, this, alongside ten. etc. practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. Stage Continue Bridging through two Recall Subtracting by Number line with all numbers labelled 2: practicing numbers, i.e. 24 subtraction counting back and above skills. 19 = 19 + 1 + 4 (and on: – Count in using number lines. addition) Children begin 0 1 2 3 4 5 6 7 8 9 10 11 12 steps of 2, 3 for all to use
Subtraction: Counting Mental strategies Rapid Recall Written calculation and appropriate models and images to support conceptual understanding Stage 1: Count in ones to and across 100, forwards and backwards starting from 0, 1 and other numbers. Count in multiples of two, five and ten. Pupils use apparatus to explore addition as the inverse of subtraction: . ‘four add one is five.’ ‘five subtract four leaves one’ Rapid recall of subtraction facts for numbers up to 10. Use structured apparatus, i.e. Numicon, tens frames, etc. Subtraction as taking away from a group: Children develop a mental picture of the number system for use with calculation. A of key models and images support this, alongside practical equipment. Teachers model use of number tracks to count back or remove counters/objects from the number track or set. This is a precursor to use of a fully numbered number-line. 5 - 2 = 3 ‘six take away two leaves four’ ‘one less than six is five’ Stage 2: Continue practicing above skills. Count in steps of 2, 3 Bridging through two numbers, i.e. 24 – 19 = 19 + 1 + 4 using number lines. Recall subtraction (and addition) for all Subtracting by counting back and on: Children begin to use Number line with all numbers labelled 0 1 2 3 4 5 6 7 8 9 10 11 12
Badgemores-Calculation-Policy.docx