Stage Consolidate Perform mental calculations, Recall & use Dividing a As schools have autonomy to decide children’s 6: all previous including with numbers multiplication digit by 2/1-digit progression in learning between long and short counting, and different number facts for all number, in division in Years 5 and 6, the maths team including operations. times-tables relation to long suggest moving from long division to short forwards up to 12 X and then short division. and 12. In division: Remainders should be interpreted in the backwards addition, use By this following way when short division is used: in fractions. facts stage, there through rounding in an appropriate way confidently is a statutory to the context to make requirement Long division: larger that children 432 ÷ 15 = 28 4/5 calculations. can use formal written Short division: calculation 138 ÷ 6 = 23 methods, including long and short division. Use of visual like the – ones opposite – remain important.
digit Stage 6: Consolidate all previous counting, including forwards and backwards in fractions. Perform mental calculations, including with numbers and different number operations. Recall & use multiplication facts for all times-tables up to 12 X 12. In addition, use facts confidently to make larger calculations. Dividing a by 2/1-digit number, in relation to long and then short division: By this stage, there is a statutory requirement that children can use formal written calculation methods, including long and short division. Use of visual – like the ones opposite – remain important. 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 moving from long division to short division. Remainders should be interpreted in the following way when short division is used: through rounding in an appropriate way to the context Long division: 432 ÷ 15 = 28 4/5 Short division: 138 ÷ 6 = 23
Badgemores-Calculation-Policy.docx