and 1000s Use reordering to multiply three At this 0 64 224 from zero. numbers. no remainders 28 28 are present 8 224 8 224 unless in a - 160 (8 X 20) 20 X 8 = 160 practical 64 64 …or… context. - 64 (8 X 8) 8 X 8 = 64 0 Stage Counting Identify multiples and factors, Recall & use Dividing a As schools have autonomy to decide children’s 5: forwards including finding all factor pairs multiplication by 1-digit progression in learning between long and short and of a number, and common facts for all division in Years 5 and 6, the maths team number, in backwards factors of two numbers. times-tables relation to long suggest beginning with long division. in 2s, 3s, up to 12 X division: Remainders should be interpreted in the 4s, 5s, 6s, 12. By this following ways when long division is used: 7s, 8s, 9s, stage, there as whole numbers 10s, 25s is a statutory as fractions and 1000s requirement through rounding in an appropriate way from zero. that children to the context can use a formal Long division: written 415 9 = 46 and 1/9 calculation method, 46 and 1/9 such as long 9 415 division. - 360 (9 X 40) Short 55 division may - 54 (9 X 6) begin to be 1 taught alongside long division, but still with use of visual
and 1000s from zero. Use reordering to multiply three numbers. At this no remainders are present unless in a practical context. 0 64 224 28 28 8 224 8 224 - 160 (8 X 20) 20 X 8 = 160 64 …or… 64 - 64 (8 X 8) 8 X 8 = 64 0 Stage 5: Counting forwards and backwards in 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, 10s, 25s and 1000s from zero. Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Recall & use multiplication facts for all times-tables up to 12 X 12. Dividing a by 1-digit number, in relation to long division: By this stage, there is a statutory requirement that children can use a formal written calculation method, such as long division. Short division may begin to be taught alongside long division, but still with use of visual As schools have autonomy to decide children’s progression in learning between long and short division in Years 5 and 6, the maths team suggest beginning with long division. Remainders should be interpreted in the following ways when long division is used: as whole numbers as fractions through rounding in an appropriate way to the context Long division: 415 9 = 46 and 1/9 46 and 1/9 9 415 - 360 (9 X 40) 55 - 54 (9 X 6) 1
Badgemores-Calculation-Policy.docx