Stage 1: Count in ones Pupils use Rapid recall Combining two groups: to and across apparatus to of all pairs of Children develop a mental 100 forwards explore numbers picture of the number system for and addition as the totalling use with calculation. A range of 3 + 2 = 5 backwards inverse of numbers up key models and images support starting from subtraction. to 10. this, alongside practical 0, 1 and other . Recall equipment. numbers. addition add two more makes ten’ ‘eight Count in facts for all Teachers model use of number multiples of 4 add 1 is 5 numbers to tracks to count on or line up two, five and 5 subtract 4 20. counters/objects along the more than four is five’ ‘one ten. leaves 1 Use number track. This is a precursor structured to use of a fully numbered apparatus number-line. – i.e. Numicon, tens frames, abaci, etc. Stage 2: Continue Reorder Embed Counting on from any number: Number line with all numbers labelled practicing numbers when addition Children embed use numbered above skills. adding, i.e. facts for all lines to support their own 0 1 2 3 4 5 6 7 8 9 10 11 Count in with numbers to calculations, initially counting in 12 steps of 2, 3 largest 20. ones before beginning to work and 5, 10 number, find Number more efficiently. 18 + 5 forwards and bonds, etc. bonds to backwards to Add doubles 100. Counting on from the largest +1 +1 +1 +1 +1 and from any and derive Double and number: number. near doubles. half numbers Children reorder calculations to 18 19 20 21 22 23 24 below 100. start with the largest number.
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. . 4 add 1 is 5 5 subtract 4 leaves 1 Rapid recall of all pairs of numbers totalling numbers up to 10. Recall addition facts for all numbers to 20. Use structured apparatus – i.e. Numicon, tens frames, abaci, etc. Combining two groups: Children develop a mental picture of the number system for use with calculation. A range of key models and images support this, alongside practical equipment. Teachers model use of number tracks to count on or line up counters/objects along the number track. This is a precursor to use of a fully numbered number-line. 3 + 2 = 5 ‘eight add two more makes ten’ ‘one more than four is five’ Stage 2: Continue practicing above skills. Count in steps of 2, 3 and 5, 10 forwards and backwards to and from any number. Reorder numbers when adding, i.e. with largest number, find bonds, etc. Add doubles and derive near doubles. Embed addition facts for all numbers to 20. Number bonds to 100. Double and half numbers below 100. Counting on from any number: Children embed use numbered lines to support their own calculations, initially counting in ones before beginning to work more efficiently. Counting on from the largest number: Children reorder calculations to start with the largest number. Number line with all numbers labelled 0 1 2 3 4 5 6 7 8 9 10 11 12 18 + 5 +1 +1 +1 +1 +1 18 19 20 21 22 23 24
Badgemores-Calculation-Policy.docx