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Loxford Primary School
Calculation Guidance
(Updated June 2012)
Maths co-ordinator: Patricia Horsnell
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Progression towards a standard written method of calculation AIMS
To ensure consistency and progression in approach to calculation
By the end of KS2, the great majority of children should be able to use an efficient written method for each operation with confidence and understanding
Children will use mental methods when appropriate, but for calculations that they cannot do in their heads, they use an efficient written method accurately and with confidence
REASONS FOR USING FORMAL WRITTEN METHODS
To aid mental calculation by writing down some of the numbers and answers involved
To record a mental procedure for the pupil
To help communicate methods and solutions
To record work
To aid calculation when the problem is too difficult to be done mentally
To develop and refine a set of rules for calculations
More formal written methods should follow only when the child is able to use a wide range of mental calculation strategies. RELATED OBJECTIVES/ PRE-REQUISITE SKILLS
Oral and mental mathematics is essential, particularly so in calculation. Therefore this policy includes related objectives from the ‘Counting and Understanding Number and Knowing and Using Number Facts’ from the National Primary Framework for each year group
These skills and knowledge can be covered in Mental/Oral starters as well as main lesson objectives
HOW TO USE THIS GUIDANCE
This document provides guidance on appropriate calculation methods and progression
The calculation methods that you teach will need to match the ability, prior experience and needs of the children in your class
Use the guidance as the basis of your planning but ensure you use previous or following year’s objectives to allow for personalised learning
Always use Assessment for Learning to identify suitable next steps in calculation for groups of children
Always use suitable models and images to support children’s understanding of calculation
If, at any time, children are making significant errors, return to the previous stage in calculation
If children cannot access age appropriate objectives, track back to previous stages, as necessary. If children are working beyond expectations then move forwards to the next stage.
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4
Addition
Year Group
Related Objectives/Prerequisite Skills
FS Say and use the number names in order in familiar contexts
Know that numbers identify how many objects are in a set
Count reliably up to 10 everyday objects
Use language such as ‘more’ or ‘less’ to compare two numbers
Recognise numerals 1 to 9
Find one more or one less than a number from 1 to 10
Select two groups of objects to make a given total of objects
1 Count reliably at least 20 objects recognising that when rearranged the number of objects stays the
same; estimate a number of objects that can be checked by counting
Compare and order numbers, using the related vocabulary; use the equals (=) sign
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position
these numbers on a number track and number line
Say the number that is one more or less than any given number, and ten more or less for multiples
of ten
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5
Understand and use related vocabulary: more, add, sum, plus, total, altogether, equals, sign
2 Read and write two- and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
Explain what each digit in a two-digit number represents, including numbers where 0 is a
place holder; partition two-digit numbers in different ways, including into multiples of ten
and one
Order two-digit numbers and position them on a number line
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
Use knowledge of number facts and operations to estimate and check answers to calculations
Understand and use related vocabulary: more, add, addition, plus, sum, total, altogether, equals, sign
3 Read, write and order whole numbers to at least 1000 and position them on a number line; count on
from and back to zero in single-digit steps or multiples of 10
Partition three-digit numbers into multiples of one hundred, ten and one in different ways
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
Use knowledge of number operations and corresponding inverses, to estimate and check calculations
Understand and use related vocabulary: more, add, addition, plus sum, total, altogether, equals, sign
4 Recognise and continue number sequences formed by counting on or back in steps of constant size
Partition, round and order four-digit whole numbers
Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
Use knowledge of rounding, number operations and inverses to estimate and check calculations
Understand and use related vocabulary: more, add, addition, plus, sum, total, altogether, equals, sign, increase, inverse
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5 Count from any given number in whole number and decimal steps; relate the numbers to their
position on a number line
Explain what each digit represents in whole numbers and decimals with up to two places,
and partition, round and order these numbers
Use knowledge of place value and addition and subtraction of two-digit numbers to derive
sums and differences of decimals, e.g. 6.5 ± 2.7
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
Understand and use related vocabulary: more, add, addition, plus, sum, total, altogether, equals, sign, increase, inverse
6 Explain what each digit represents in whole numbers and decimals with up to three decimal
places.
Use decimal notation for tenths, hundredths and thousandths, partition, round and order decimals
with up to three places, and position them on the number line
Use approximations, knowledge of rounding, place value, number facts, and inverse operations to estimate and check results
Understand and use related vocabulary: more, add, addition, sum, plus, total, altogether, equals, sign, increase, inverse
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Stages in Addition Early Stages Children will engage in a wide variety of songs and rhymes, games and activities. They will begin to relate addition to combining two groups of objects, first by counting all and then by counting on from the largest number.
In practical activities and through discussion they will begin to use the vocabulary
involved in addition.
Counting on using a numberline (begin in year 1)
Initially use a number track. Then progress to a marked number line.
8 + 7 = 15 put the biggest number first and count on
8 9 10 11 12 13 14 15 Ensure children are confident with this before moving on to an empty number line.
48 + 36 = 84 put the biggest number first, then partition other number
and count on eg 48 + 30 + 6 (begin in year 2 and continue into early KS2)
48 58 68 78 79 80 81 82 83 84 Link to 100 square.
48 + 36 = 84 partition tens and units eg 40 + 30 + 8 + 6
+1 +1 +1 +1 +1 +1 +1
+10 +10 +10
+1 +1 +1 +1 +1 +1
48 + 36 = 40 + 8 + 30 + 6
70 + 14 = 84
40 30 70
8 6 14
+ =
+ =
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Expanded Written Method (begin in year 4)
76 + 47 = 123 76 47
13 (7 + 6) 110 (70 + 40)
123
Standard Written Method (begin in year 5)
76 + 47 = 123 47 76 123
Larger numbers and decimals When considering moving on to more difficult calculations, with larger numbers and decimals, it is advisable to return to an expanded form of calculation to ensure understanding. Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient written method accurately and with confidence.
+
+
+
1
start by adding the least significant digits i.e. the units/ ones
then add the tens
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Subtraction
Year Group
Related Objectives/Prerequisite Skills
FS Say and use the number names in order in familiar contexts
Know that numbers identify how many objects are in a set
Count reliably up to 10 everyday objects
Use language such as ‘more’ or ‘less’ to compare two numbers
Recognise numerals 1 to 9
Find one more or one less than a number from 1 to 10
1 Count reliably at least 20 objects recognising that when rearranged the number of objects
stays the same; estimate a number of objects that can be checked by counting
Compare and order numbers, using the related vocabulary; use the equals (=) sign
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to
position these numbers on a number track and number line
Say the number that is one more or less than any given number, and ten more or less for
multiples of ten
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
Understand and use related vocabulary: equals, sign, take away, subtract, minus, difference between, one less, two less than…how many are left?
2 Read and write two (and three-digit) numbers in figures and words
Explain what each digit in a two-digit number represents, including numbers where 0 is
a place holder; partition two-digit numbers in different ways, including into multiples of
ten and one
Order two-digit numbers and position them on a number line
Round two-digit numbers to the nearest 10
Derive and recall all 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
Use knowledge of number facts and operations to estimate and check answers to calculations
Understand and use related vocabulary: equals, sign, subtract, subtraction, take away, minus, difference between, fewer than, tens boundary, one less, two less, ten less than … how many are left/ left over?
3 Read, write and order whole numbers to at least 1000 and position them on a number line;
count on from and back to zero in single-digit steps or multiples of 10
Partition three-digit numbers into multiples of one hundred, ten and one in different
ways
Round two- or three-digit numbers to the nearest 10 or 100 and give estimates for their sums
and differences
Derive and recall all subtraction facts for each number to 20, differences of multiples of 10 and number pairs that total 100
Use knowledge of number operations and corresponding inverses, to estimate and check calculations
Understand and use related vocabulary: equals, sign, subtract, subtraction, take away, minus, difference between, tens boundary, hundreds boundary, one less, two less, ten less, one hundred less than … how many are left/ left over? How many fewer is …than…?
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4 Recognise and continue number sequences formed by counting on or back in steps of
constant size
Partition, round and order four-digit whole numbers
Use decimal notation for tenths and hundredths and partition decimals; relate the notation to
money and measurement; position one- and two-place decimals on a number line
Use knowledge of subtraction facts and place value to derive differences of pairs of multiples of 10, 100 or 1000
Use knowledge of rounding, number operations and inverses to estimate and check calculations
Understand and use related vocabulary: inverse, decrease, equals, sign, subtract, subtraction, take away, minus, difference between, tens boundary, hundreds boundary, ten less, one hundred less than … how many are left/ left over? How many fewer is …than…?
5 Count from any given number in whole number and decimal steps, extending beyond zero
when counting backwards; relate the numbers to their position on a number line
Explain what each digit represents in five digit numbers and decimals with up to two
places, and partition, round and order these numbers
Use knowledge of place value and addition and subtraction of two-digit numbers to
derive sums and differences of decimals, e.g. 6.5 ± 2.7
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
Understand and use related vocabulary: inverse, decrease, equals, sign, subtract, subtraction, take away, minus, difference between, tens boundary, hundreds boundary, units boundary, tenths boundary, ten less, one hundred less than …, How many fewer is …than…?
6 Explain what each digit represents in whole numbers and decimals with up to three
decimal places.
Use decimal notation for tenths, hundredths and thousandths, partition, round and order
decimals with up to three places, and position them on the number line
Use approximations and inverse operations to estimate and check results
Understand and use related vocabulary: inverse, decrease, equals, sign, subtract, subtraction, take away, minus, difference between, tens boundary, hundreds boundary, units boundary, tenths boundary, ten less, one hundred less than …, How many fewer is …than…?
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Stages in Subtraction Early Stages Children will engage in a variety of counting songs and rhymes and practical activities.
In practical activities and through discussion they will begin to use the vocabulary associated with subtraction
They will begin to relate subtraction to ‘taking away’
Count how many are left after some have been taken away (begin in Reception and continue into Year 1)
9 – 5 = 4
Using a numberline to count back (begin in year 1)
9 – 5 = 4
4 5 6 7 8 9 Subtraction using partitioning (begin in year 2 and continue into
early KS2) Link to 100 square.
76 – 45 = 31
31 32 33 34 35 36 46 56 66 76
- 1 -1 - 1 - 1 - 1
- 10 - 10 - 10 - 10
- 1 - 1 - 1 - 1 - 1 - 1 - 1
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Counting on to find a small difference (begin in year 1 and
continue into KS2 ) Children need to be introduced to complementary addition to find differences (usually small differences). The use of models is extremely important here to understand the idea of “difference”. Count up from the smallest number to the largest to find the difference.
‘What is the difference between 8 and 12?’
12 – 8 = 4 +1 +1 +1 +1
8 9 10 11 12
28 – 19 = 9 +1 +1 +1 +1 +1 +1 +1 +1 +1
_______________________________________
19 20 21 22 23 24 25 26 27 28
76 - 48 = 28 48 50 60 70 76
+ 10 + 6 +2 +10
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counting on using fewer jumps
76 – 48 = 28 +2 +20
48 50 70 76
Compensation method (begin in year 3)
84 – 19 = 65 subtract 20 and compensate by adding one back
Expanded written method (begin in year 4)
78 – 23 = 55 70 + 8 -20 + 3 50 + 5 = 55
+ 6
+1 -20
partition numbers into tens and ones then subtract and recombine NB this method is only appropriate where decomposition (exchange)
is not required
84 64 65
13
Expanded method leading to standard method, involving decomposition (begin in year 4 and continue into upper KS2)
74 − 27 = 47
70 4 7060 14
4 76
414
20 7 20 7 2 7
40 7 4 7
74 is partitioned into 60 + 14 in order to calculate 74-27
Larger numbers and decimals (Year 5 and 6) When considering moving on to more difficult calculations, with larger numbers and decimals, it is advisable to return to an expanded form of calculation to ensure understanding.
Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient written method accurately and with confidence.
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Multiplication
Year Group
Related Objectives/Prerequisite Skills
FS Count aloud in ones, twos or tens in practical situations and through songs and rhymes
1 Count on or back in 1’s, 2’s, 5’s or 10’s.
Derive multiples of 2, 5, 10 to the 10th multiple (in practical situations)
Recall the doubles of all numbers to at least 10 2 Count in multiples of 2, 3, 4, 5 and 10 forwards or backwards.
Derive and recall multiplication facts for 2x, 5x and 10x tables.
Know doubles of numbers to 20.
To recognise and use x sign.
Understand and use related vocabulary: double, times, multiply, multiplied by, multiple of, lots of, groups of
3 Count in multiples of 2, 3, 4, 5, 6 and 10 forwards or backwards.
Derive and recall multiplication facts for 2x, 3x, 4x, 5x, 6x and 10x tables.
Know doubles of whole numbers to at least 20.
Know doubles of multiples of 10 (up to 100)
Observe and describe effect of multiplying by 1, 10 and 100.
Know that multiplication and division, doubling and halving are inverse.
Understand and use the related vocabulary: double, times, multiply, multiplied by, multiple of, lots of, groups of
4 Count in multiples of 2, 3, 4, 5, 6,7,8,9 and 10 forwards or backwards.
Derive and recall multiplication facts up to 10 x 10 and derive division facts.
Observe and describe effect of multiplying whole numbers by 1, 10 and 100
Know doubles of numbers to 50.
Know doubles of multiples of 10 (up to 500)
Know doubles of multiples of 100 (up to 1000).
Know that multiplication and division, and doubling and halving are inverse.
Understand and use the related vocabulary: multiply, multiplied by, multiple, product, inverse.
5 Derive and recall multiplication facts up to 10 x 10 and related division facts.
Count forwards and backwards in multiples of 20, 30, 40 … 100 (Using previous knowledge of facts up to 10 x 10).
Observe and describe effect of multiplying whole numbers and decimals by 10, 100 and 1000.
Know doubles of multiples of whole numbers to 100 and beyond.
Use knowledge of doubles to derive and recall doubles of multiples of 10, 100, 1000, 0.1
Identify and calculate square numbers (to 10x10).
Know that multiplication and division, and doubling and halving are inverse.
Understand and use the related vocabulary: multiply, multiplied by, multiple, product, inverse.
6 Derive and recall multiplication facts up to 12 x 12 and related division facts.
Count forwards and backwards using decimal steps (Using previous knowledge of facts up to 10 x 10).
Observe and describe effect of multiplying whole numbers and decimals by 10, 100 and 1000.
Know doubles of multiples of whole numbers to 100 and beyond.
Use knowledge of doubles to derive and recall doubles of multiples of 10, 100, 1000, 0.1, 0.01
Derive square numbers (to 12 x 12).
Derive squares of multiples of 10 (e.g. 60 x 60).
Know that multiplication and division, doubling and halving are inverse.
Understand and use the related vocabulary: multiply, multiplied by, multiple, product, inverse.
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Stages in Multiplication
Early stages (begin in EYFS and continue into Year 1)
Children will count repeated groups of the same size in practical contexts. They will use the vocabulary associated with multiplication in practical context. They will solve practical problems that involve combining groups of 2, 5 or 10. e.g. socks, fingers and cubes.
Combining Groups (Repeated addition) (begin in year 2)
Using a numberline (begin in Year 3 and continue into Year 4)
6 x 5 = 30
0 5 10 15 20 25 30 link to repeated addition
1 lot of 5 2 lots of 5 3 lots of 5 4 lots of 5 5 lots of 5 6 lots of 5
3 + 3 + 3 + 3 = 12 Four lots of three is twelve Four groups of three equals twelve
4 X 3 = 12
16
Using an Array (begin in Year 2 and continue throughout KS2)
6 x 5 = 30
Partitioning (begin in Year 4)
13 x 5 = 65 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65
0 50 65
10 x 5
3 x 5
5 + 5 + 5 +5 +5 +5 = 30 6 rows of 5 6 groups of 5 5 groups of 6 5 x 6 = 30
6 x 5 = 30
17
Grid Method (two digits multiplied by one digit) (begin in Year 4)
13 x 7 = 91 partition 13 into 10 + 3 then multiply each number by 7
Grid method-two digits multiplied by two digits (begin in Year 5 and continue into Year 6)
23 x 13 = 299
X 10 3
7
70 21
X 20 3
10
200 30
3 60 9
= 91
=
=
=
=
230
69
+
299
18
Extend to larger numbers and a simplified grid (begin in Year 5 and continue into Year 6)
56 x 27 = 1512 56 x 27 = (50 + 6) x (20 + 7)
x 50 6
20 1000 120 1120
7 350 42 392
1512
NB the grid method may be the main method used by some children
Expanded short multiplication (begin in Year 5 and continue into
Year 6)
38 x 7 = 266 30 + 8 X 7 210 (30x7=210) make the link to the grid method
56 (8x7= 56) 266
38 X 7
210 refine the recording 56
19
266 Compact short multiplication (Year 5 and 6)
38 x 7 = 266 38 X 7 266 the carried digit is recorded below the line
5
Expanded long multiplication (two digits multiplied by two digits) (Year 6)
56 x 27 = 1512 56 X 27 1000 (50x20) 120 (6x20) this expanded method is linked to the grid method 350 (50x7) 42 (6x7) 1512
20
Compact long multiplication (Year 6)
56 x 27 = 1512
56 X 27 392 (56x7) 1120 (56x20) 1512 1
Larger numbers and decimals (Year 6) When considering moving on to more difficult calculations, with larger numbers and decimals, it is advisable to return to an expanded form of calculation to ensure understanding. Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient written method accurately and with confidence.
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Division
Year Group
Related Objectives/Prerequisite Skills
FS Count aloud in ones, twos or tens in practical situations and through songs and rhymes
1 Count on or back in 1’s, 2’s, 5’s or 10’s.
Derive multiples of 2, 5, 10 to the 10th multiple (In practical situations).
2 Count in or back steps of 2, 3, 4, 5 or 10 using a number track or 100 square.
Derive and recall division facts for 2x, 5x and 10x tables.
Halve even number to 20.
Divide any 2 digit multiple of 10 by 1 or 10 e.g 60 ÷ 10.
To recognise and use ÷ sign.
Understand and use related vocabulary: each, share, halve, divide, left over, divided by, equal groups of.
3 Find a difference by counting on.
To use number facts and place value to subtract mentally.
Know by heart multiplication and division facts for 2x, 3x, 4x, 5x, 6x and 10x tables.
Know halves of even numbers to at least 20.
Know halves of multiples of 10 (up to 100)
Know that multiplication and division, doubling and halving are inverse.
Understand and use the related vocabulary: each, share, halve, divide, left over, divided by, equal groups of, remainder.
4 Derive and recall multiplication and division facts up to 10 x 10.
Partition numbers in different ways eg 84 = 70 + 14.
Observe and describe effect of dividing whole numbers by 1, 10 and 100
Know halves of even numbers to 100.
Know halves of multiples of 10 (up to 500)
Know halves of multiples of 100 (up to 1000).
Know that multiplication and division, doubling and halving are inverse.
Understand and use the related vocabulary: each, share, halve, divide, left over, divided by, equal groups of, remainder, inverse.
5 Consolidate knowledge of multiplication and division facts up to 10x10.
Observe and describe effect of dividing whole numbers and decimals by 10, 100 and 1000
Know halves of numbers (odd and even) to 100.
Use knowledge of halves to derive and recall halves of multiples of 10, 100, 1000, 0.1
Know that multiplication and division, doubling and halving are inverse.
Know square roots of numbers to 10x10
Understand and use the related vocabulary: halve, divisor, divided by, divisible by, divided into, quotient, remainder, inverse, factor, multiple, common factor, common multiple.
6 Derive and recall multiplication and division facts up to 12 x 12.
Observe and describe effect of dividing whole numbers and decimals by 10, 100 and 1000
Know halves of whole numbers (odd and even) to 100 and beyond.
Use knowledge of halves to derive and recall halves of multiples of 10, 100, 1000, 0.1, 0.01
Know square roots of numbers to 12 x 12.
Know that multiplication and division, doubling and halving are inverse.
Understand and use the related vocabulary: halve, divisor, divided by, divisible by, divided into, quotient, remainder, inverse, factor, multiple, common factor, common multiple.
22
Stages in Division
Early stages (begin in EYFS and continue into Year 1)
Children will start with practical sharing using a variety of equipment. They will share objects into equal groups in practical contexts. They will begin to use the vocabulary associated with division in practical context.
Children will move from sharing to grouping in a practical way.
Sharing (begin in Year 1 in practical contexts and develop in Year 2,
introducing recording using division sign)
Grouping (begin in Year 1 in practical contexts and develop in Year 2,
introducing recording using division sign)
12 shared between four people is 3
12 ÷ 4 = 3
Twelve divided into groups of four = three groups How many fours in twelve? 12 ÷ 4 = 3
Make the link to repeated subtraction
23
Using a number line (begin in Year 3 and continue into Year 4)
24 ÷ 3 = 8
0 3 6 9 12 15 18 21 24
also jump back from 24 to make the link with repeated subtraction
0 3 6 9 12 15 18 21 24
use a number line to show division with remainders
14 ÷ 3 = 4 r 2
14 5 8 11 2
-3 -3 -3 -3
0
-2
+2
+3 +3 +3 +3
1 jump of 3
2 jumps of 3
3 jumps of 3
4 jumps of 3
5 jumps of 3
6 jumps of 3
7 jumps of 3
8 jumps of 3
- 3 - 3 - 3 - 3 - 3 - 3 - 3 - 3
0 3 6 9 12 14
24
Arrays (begin in Year 2 and continue throughout KS2)
24 ÷ 3 = 8
Mental division using partitioning (two digits divided by one digit) (begin in Year 4 and continue through KS2)
84 ÷ 7 = 12 84 = 70 + 14 partition 84 into 70 and 14
70 ÷ 7 = 10 14 ÷ 7 = 2
10 + 2 = 12
How many groups of 3 in 24? How many groups of 8 in 24? 24 shared between 3 people is…? 24 divided by 3 = 8 24÷ 8= 3
25
Chunking (no remainders) (begin in Year 4 and continue into upper
KS2) informal method subtracting multiples of the divisor or ‘chunking’ (link to repeated subtraction)
65 ÷ 5 = 13 6 5 - 5 0 (10 x 5) we have subtracted 10 ‘chunks’ of 5
1 5 - 1 5 (3 x 5) we have subtracted 3 ‘chunks’ of 5
0
Answer: 10 + 3 = 13
Chunking (with remainders) (begin in Year 4 and continue into upper
KS2)
72 ÷ 5= 14 r2
7 2 - 5 0 (10 x 5)
2 2 - 2 0 (4 x 5) 2 Answer: 10 + 4 = 14 r 2
26
Extend to larger numbers using this method with and without remainders (begin in Year 5 and continue into Year6)
252 ÷ 7 = 36
2 5 2 - 7 0 (10 x 7)
1 8 2 - 1 4 0 (20 x 7) 4 2 - 4 2 (6 x 7) 0
Answer: 10 + 20 + 6 = 36
256 ÷ 7 = 36r4
2 5 6 - 7 0 (10 x 7)
1 8 6 - 1 4 0 (20 x 7) 4 6 - 4 2 (6 x 7) 4 Answer: 10 + 20 + 6 = 36 r 4
27
Short method of division (compact method) NB 1) Only introduce this method when children are working confidently within level 4. 2) Only use ‘0’ (zero) in the divided number once pupils are very secure.
291÷ 3 = 97
2
9 7
3 2 9 1
there is no chunking as this method links to partitioning and not repeated subtraction (270+21) ÷ 3 (270÷3) + (21÷3) 90 + 7 = 97
Larger numbers and decimals (Year 6) When considering moving on to more difficult calculations, with larger numbers and decimals, it is advisable to return to an expanded form of calculation to ensure understanding. Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient written method accurately and with confidence.
28
Notes
