steps of decimals, i.e. 3.8 - and make Written powers of 10 2.5 = 1.3 links recording Counting back in tens and ones to solve an addition for any given Reorder increasingly between should follow calculation: number up to complex known facts teacher one million. calculations, i.e. 1.7 and addition modelling Continue to 5 0.7 = 1.7 0.7 pairs for around the size Counting back more efficiently: – – – count 5. fractions, of numbers and – forwards and Compensating i.e. percentages place value – backwards in 405 - 399 and using a variety → simple subtract 400 and decimals. of concrete fractions. then add 1. Doubles and materials, e.g. Count halves of straws, forward and decimals, Numicon, backwards in i.e. half of Dienes and appropriate 5.6, double place-value decimals and 3.4. cards. percentages. Sums and differences of decimals, i.e. 6.5 + 2.7
steps of powers of 10 for any given number up to one million. Continue to count forwards and backwards in simple fractions. Count forward and backwards in appropriate decimals and percentages. decimals, i.e. 3.8 - 2.5 = 1.3 Reorder increasingly complex calculations, i.e. 1.7 – 5 – 0.7 = 1.7 – 0.7 – 5. Compensating – i.e. 405 - 399 → subtract 400 and then add 1. and make links between known facts and addition pairs for fractions, percentages and decimals. Doubles and halves of decimals, i.e. half of 5.6, double 3.4. Sums and differences of decimals, i.e. 6.5 + 2.7 Written recording should follow teacher modelling around the size of numbers and place value using a variety of concrete materials, e.g. straws, Numicon, Dienes and place-value cards. Counting back in tens and ones to solve an addition calculation: Counting back more efficiently:
Badgemores-Calculation-Policy.docx