Calculation Policy

St Edward’s Catholic Primary

School

This policy has been written in accordance with the National Curriculum 2014 and helps to develop the three main aims

of fluency, mathematical reasoning and problem solving. It is designed to provide pupils with a consistent and fluent

progression of learning when using the four main operations. Please be aware that early learning teaching in number

and calculations in Early Years Foundation Stage follows

the ‘Development Matters’ EYFS document. The views of the EYFS teacher have been included in the

development of this policy to ensure the transition from early number work into Year 1 is smooth and consistent. The

calculation policy is organised according to age related expectations as set out in the National Curriculum 2014,

however it is vital that pupils are taught according to the stage that they are currently working at, moving on when

they are secure. Decisions about when to progress should always be based on the security of pupils’ understanding.

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before

and acceleration through new content. Those who are not sufficiently fluent with earlier concepts should consolidate

their understanding, including through additional practice, before moving on. It is important that any type of

calculation is given a real life context or problem solving approach to help build children’s understanding of the purpose

of calculations, and to help them recognise when to use certain operations and methods when faced with problems.

This is a priority in every maths lesson and the importance of teaching maths across the curriculum, allowing children

to use and apply their calculation skills.

Aims of the written calculation policy

To support greater consistency in the teaching of written calculations across the school.

To strengthen continuity and progression in the children’s understanding of the development of written

calculations.

To form a core set of methods which every child will experience and build upon.

To build on models, images and representations introduced to promote conceptual understanding.

To provide reference and guidance on the teaching of calculation skills for teaching staff, teaching assistants

and parents.

Good Practice in Calculation.

Establish mental methods based on good understanding of place value in numbers and tables facts.

Show children how to set out written calculations vertically, initially using expanded layouts (starting

adjustments of ‘carrying’ and introducing this adjustment slowly and systematically.

Link practical, mental and written methods to enable pupils to build on their experiences of manipulating

concrete objects to strengthen their visualising skills when moving onto abstract written methods.

Make strong links between inverse operations of addition/subtraction and multiplication/division.

Make sure the children always look out for special cases that can still be done entirely mentally.

Gradually refine the written record into a more compact standard method.

Extend to larger numbers and decimals.

Ensure children understand the need to articulate their understanding when using a compact written method

and should use the correct vocabulary to be successful in demonstrating this.

Ensure that the understanding of remainders, and what to do with them in context, is taught alongside division

throughout.

Once written methods are introduced, keep mental skills sharp by continuing to develop and apply them to

appropriate examples. (Always encourage children to try mental methods first)

Encourage children to identify the best methods and make choices.

Encourage children to use resources to support their learning, e.g. number lines, hundred squares, number

tracks, Numicon, Cuisenaire rods, until they are secure.

Solving a Calculation

To support children in solving a calculation each class has the RUCSAC approach displayed.

Read the question

Understand the question

Choose an operation

Solve the question

Answer the question

Check your answer

Children need to ensure they have a range of resources and representations shown to them to enable them to

understand concepts and build on their own experiences when moving onto written recordings for calculations.

PRACTICAL VISUAL WRITTEN RECORDING

Developing mental methods supported by jottings, visual images and representations that are relevant to how a child

wishes to present their mathematical thinking which they can explain securely

Year 1

Subtract from numbers up to 20.

Subtract by taking away Count back in ones on

a numbered number line

to take away, with

numbers up to 20

Find the ‘distance between’

This will be introduced practically

with the language

‘Seven is 3 more than four’

‘find the distance between’ ‘how many more?’ and

‘I am 2 years older than my sister’

and in a range of familiar contexts.

.

Mental Subtraction Children should start recalling subtraction facts up to and within 10 and 20, and should be able to subtract

zero.

Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes, Numicon etc. and in familiar contexts, and are introduced to more formal recording using number lines as below:

12

Key Vocabulary: equal to, take, take away, less, minus, subtract, leaves, distance between, how many more, how many fewer / less than, most, least, count back, how many left, how much less is ___?, difference, count on, strategy, partition, tens, units exchange, decrease, hundreds, value, inverse, tenths, hundredths, decimal point, decimal

Key skills for subtraction at Y6:

-step problems in context, deciding which operations and methods

and written methods before choosing how to calculate.

Key Vocabulary: groups of, lots of, times, array, altogether, multiply, count

Key skills for multiplication at Y1:

-step problems involving multiplication, by calculating the answer using concrete

objects, pictoria

pictorial representations.

Key Vocabulary: share, share equally, one each, two each…, group, groups of, equal groups of, lots of, array, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, ‘carry’, remainder, multiple

Key number skills needed for division at Y3:

Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, incusing for two-digit numbers times one-digit

Pupils develop efficient mental methods, for example, using multiplication and division facts (e.g. using 3x2=6, 6 ÷3= 2 and 2 = 6÷3) to derive related facts (30 x2 =60, so 60 ÷ 3 = 20 and

calculations of 2-digit numbers by 1-digit numbers and progressing to the formal written method of short division.

Key Vocabulary: As previously, common factor

on facts for all numbers to 12x12 for

-digit whole number using the formal written

method of long division,

and interpret remainder as whole number remainders, fractions, or by rounding, as appropriate for the

operation

answers to be rounded to specified degrees of accuracy.