and 5, Subtracting 11 by numbers to numbered lines 13 5 = 8 – forwards and subtracting 10 and 20. to support their backwards to then 1 more. Move own -1 -1 -1 -1 -1 and from to subtracting 9 by calculations, zero. subtracting 10 and initially counting 8 9 10 11 12 13 Count in tens adding 1 using back in ones 13 5 = 8 – from any apparatus. before number beginning to – -2 -3 link to work more 8 9 10 11 12 13 counting efficiently. teddies as well as a number square. Stage Continue Partitioning by Connect Finding the Comparing two sets: comparison or difference. 3: practicing bridging through 10 subtractions difference: above skills. and multiples of 10 from ten to Teachers model Finding the difference on a number line Counting on to subtract: Count from 0 when subtracting. subtractions how to find the in multiples Continue to practice from difference when of 4, 8, 50 adjusting when multiples of two numbers Note: Finding the difference is often the most and 100. subtracting 11 or 9 10 totalling are relatively efficient way of solving a subtraction problem, Count on from a number. 100. together.’ ‘close e.g. 61 59 – and back by Relating inverse Initially children 2,003 1,997 – 10 or 100 number operations compare two – from any two use structured sets before digit number. apparatus to explore moving on to a Link to and understand that number line counting subtraction undoes comparison. Use 10ps in stick addition. Pupils are tens frame. counting taught to Subtract two forwards and choose numbers backwards whether to from 100 i.e. flexibly. count on or ? = 100 - 78 up and back depending down in
and 5, forwards and backwards to and from zero. Count in tens from any number – link to counting teddies as well as a number square. Subtracting 11 by subtracting 10 and then 1 more. Move to subtracting 9 by subtracting 10 and adding 1 using apparatus. numbers to 20. numbered lines to support their own calculations, initially counting back in ones before beginning to work more efficiently. 13 – 5 = 8 -1 -1 -1 -1 -1 8 9 10 11 12 13 13 – 5 = 8 -2 -3 8 9 10 11 12 13 Stage 3: Continue practicing above skills. Count from 0 in multiples of 4, 8, 50 and 100. Count on and back by 10 or 100 from any two digit number. Link to counting stick counting forwards and backwards flexibly. up and down in Partitioning by bridging through 10 and multiples of 10 when subtracting. Continue to practice adjusting when subtracting 11 or 9 from a number. Relating inverse number operations – use structured apparatus to explore and understand that subtraction undoes addition. Connect subtractions from ten to subtractions from multiples of 10 totalling 100. Use 10ps in tens frame. Subtract two numbers from 100 i.e. ? = 100 - 78 Finding the difference: Teachers model how to find the difference when two numbers are relatively ‘close together.’ Initially children compare two sets before moving on to a number line comparison. Pupils are taught to choose whether to count on or back depending Comparing two sets: comparison or difference. Finding the difference on a number line Counting on to subtract: Note: Finding the difference is often the most efficient way of solving a subtraction problem, e.g. 61 – 59 2,003 – 1,997
Badgemores-Calculation-Policy.docx