tenths on which is – linking to more efficient. visual image. Stage Continue Bridging through 60 As above. Subtracting HTU Use empty number lines to find the difference by –HT 4: practicing of for time, i.e. 70 Use known U and ThHTU bridging through multiples of ten. – previous minutes = 1 hour facts and ThHTU: skills. Count and 10 minutes place value forwards and Rounding any to derive Subtract by starting with the first number and backwards number to the new ones, partitioning the second, i.e. from 0 in nearest 10, 100 or i.e. I know ‘If multiples of 1000. 11 - 3 = 8, I 74 - 27 6, 7, 9, 25 Rounding numbers also know and 1000 with one decimal 1.1 - 0.3 = 74 20 = 54 – using place to nearest 0.8 and 54 4 = 50 – counting whole number. 8/100 - 50 3 = 47 – sticks, Explore inverse as a 3/100 = number way to derive new 5/100.’ lines, facts and to check Sums and number accuracy of differences squares, etc. answers. of pairs of Count up multiples of and 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 stage of column Children should continue to use empty number lines forwards and knowledge of practice and use more formal written methods when numbers 5: method, including backwards in value to subtract previous expanded method: become too big or complex.
tenths – linking to visual image. on which is more efficient. Stage 4: Continue practicing of previous skills. Count forwards and backwards from 0 in multiples of 6, 7, 9, 25 and 1000 using counting sticks, number lines, number squares, etc. Count up and down in tenths, hundredths and simple fractions using models and images, i.e. Dienes equipment, counting stick, ITPs. Bridging through 60 for time, i.e. 70 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 facts and to check accuracy of answers. As above. Use known facts and 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 Subtracting HTU –HT U and ThHTU – ThHTU: Use empty number lines to find the difference by bridging through multiples of ten. 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 Use apparatus and knowledge of value to subtract Continue to practice previous stage of column method, including expanded method: Children should continue to use empty number lines and use more formal written methods when numbers become too big or complex.
Badgemores-Calculation-Policy.docx