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Calculation Progression

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Calculation Progression

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    1. Calculation Progression Stoke Lodge

    2. Numbers all around you!

    3. Supporting your children with Maths Key Stage 1

    4. Dice Game

    5. Mental Maths YEAR 1 Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts. YEAR 2 Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100. Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10.

    6. Y1 U ± U TU + U (bridging 20) TU (up to 20) – U U + 9 Mult of 10 ± mult of 10 Finding the difference (numbers up to 20) Combinations of groups of equal numbers of objects (U x U) Sharing objects into equal groups (U/TU ÷ U) Use bead strings / number lines to calculate Y2 U + U + U TU ± U TU ± multiple of 10 TU – TU (small difference) Use inverse operations to check calculations (+/-) U x U U / TU ÷ U (including remainders) Use number lines and jottings to help them carry out calculations Progression in Mental Calculations

    7. Informal written methods YEAR 1 use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number YEAR 2 use practical and informal written methods to add and subtract two-digit numbers Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders

    8. Pictorial representation

    9. Addition- KS1 – mental Yr 1- Put the larger number first in order to count on, so 4+7 becomes 7+4. Yr2 - Add three numbers by looking for pairs that make 10 & do these first.

    10. Addition using a number line 3 + 2 = 5 8 + 5 = 13 14+ 5= 23+ 14 = 35+46 = Start with numbered then move to blank

    12. Adjusting – adding on 9 or 11 Add 10 – 1 Add 10 + 1 Extend to add 19,29 etc Extend to add 21,31,

    13. Subtraction KS1 Find one more & one less than a given number Begin to relate subtraction to ‘taking away’ and counting how many are left “We ate 2 of our 6 jellies, how many are left?”

    14. Subtraction KS1 Year 1 Find a small difference by counting up

    15. Subtraction KS1 Year 2 Recognise that when finding a difference between 2 numbers that are close together that it is easier to find the difference by counting up not back So 82-79 is best done by counting up from 79 to 82

    16. Multiplication and Division Doubling and halving Using multiplication facts Deriving division facts Counting up in groups on a number line Arrays 5 x 3

    17. Multiplication and Division Sets of Sharing – one for me ,one for you Grouping – take away groups Repeated subtraction on number line

    18. Resources we use in KS1 Use of fingers Number Lines 100 squares Cubes Counters Numicon

    19. 100 square game Number line game

    20. Games Ladders Pick up sticks Domino tower Card games – rummy, 21,snap

    22. Mental Maths progression overview YEAR 3 Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100. Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000. YEAR 4 Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000. Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple. YEAR 5 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ? 2.7, half of 5.6, double 0.34) Recall multiplication facts up to 10x10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts YEAR 6 Use knowledge of place value and multiplication facts to 10x10 to derive related multiplication and division facts involving decimals (e.g. 0.8x7, 4.8 ? 6) Use knowledge of multiplication facts to derive quickly squares of numbers to 12x12 and the corresponding squares of multiples of 10. Looked at 1 aspect of the mental oral strand. Next going to outline some games for these objectives than will try some & consider ways to adapt to meet previous/next years objective.Looked at 1 aspect of the mental oral strand. Next going to outline some games for these objectives than will try some & consider ways to adapt to meet previous/next years objective.

    23. Progression in Mental Calculations Y5 +/– decimals: apply known facts & bridge through landmarks ThHTU – ThHTU (eg 7012 – 3984) x / ÷ whole nos. & decimals by 10 / 100 / 1000 Rounding for estimation (integers & decimals) Integers x / ÷ U Fractions of amounts (eg ¾ of £220)

    24. Which methods to support mental calculation ? Number lines 100 squares Jottings Partitioning Tables and division facts ( trios) Adjusting Estimating Rounding Inverse operations Dienes – base 10 Numicon Key Resources : bead strings, Ruler Number Lines

    25. Ways to support times tables at home Dot to dots Loop cards – dominoes Match the answer Trios

    26. Written Maths Methods Column Addition Decomposition Grid Multiplication Chunking

    27. Written calculation progression overview YEAR 1 use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number YEAR 2 use practical and informal written methods to add and subtract two-digit numbers Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders YEAR 3 Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 3, 50 4); round remainders up or down, depending on the context YEAR 4 Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and .p Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 9, 98 6) YEAR 5 Use efficient written methods to add and subtract whole numbers and decimals with up to two places Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU U YEAR 6 Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer YEAR 7 Use standard column procedures to add and subtract integers and decimals, and to multiply two-digit and three-digit integers by a one-digit or two-digit integer; extend division to dividing three-digit integers by a two-digit integer Looked at 1 aspect of the mental oral strand. Next going to outline some games for these objectives than will try some & consider ways to adapt to meet previous/next years objective.Looked at 1 aspect of the mental oral strand. Next going to outline some games for these objectives than will try some & consider ways to adapt to meet previous/next years objective.

    28. Addition Number line 18 + 5 = 23 Partitioning 35 + 47 = - on number line or mentally without 47 + 30 = 77 77 + 5 = 82 Written Methods- Compact vertical 23.70 + 48.56 72.26 1 1

    29. Subtraction Number Line 326 – 78 = 248 Written Method – decomposition 278 -254 24

    31. Multiplication 5 x 3 or 3 x 5 Compact grid method 13 x 4 10 3

    33. Division 30 ÷ 5 = ( How many groups of 5 in 30 ?) Counting up in 5’s 33 ÷ 5 = Count up Number line may be used to support as an image , plus apparatus

    34. Division 196 ÷ 6 = Use times tables to estimate, might use number line or apparatus to support

    35. Resources we use Fingers! Numicon Numberlines 100 squares Multiplication grids Counters/cubes Base 10

    36. Lessons – what do they look like ? Y1-Y6 – children have a daily numeracy lesson ( mental/oral, main input, group work or independent task, plenary) Rec – maths is throughout the day, children explore maths through a range of child initiated and adult led activities

    37. What you will see today!! A range of activities where children will be using a range of strategies and skills….have fun and enjoy! Please feel free to leave any questions on the question board so we can support you in any way we can.

    38. Number line game 6+4=10 10 take away 9 = 1 1 add 17 = 18 18 . . . . Done animation for the first few steps so chd can work out the rules Play in pairs (competition, then collaboration)Done animation for the first few steps so chd can work out the rules Play in pairs (competition, then collaboration)

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