Calculation Policy
Aims• To reduce the number of methods
being taught.
• To increase the links between the Infants and Junior school.
• To create a clear progression from reception to year 6.
A few notes
In year 3 children are encouraged to use jottings and work out calculations mentally.
Nearly all “traditional” methods are introduced in year 4 and 5.
The methods are not “set in stone” if a class or child is able to move onto the next stage
in a calculation they will be taught this.
Likewise, if a child is struggling an earlier method maybe used.
Mental Strategies
Written Strategies
Addition
• Counting on
14
19
+5
14 + 5 = 19
Addition
• Counting on
14
24
26
+10 +2
14 + 12 = 26
Addition
• Counting on
237
257
265
+20 +8
237 + 28 = 265
Addition
• Traditional method (from year 4)
129+ 22 151
Subtraction
• Counting up
37
45
+8
45 - 37 = 8
Subtraction
• Counting up
34 – 16 = 18
26 16 34
+10 +8
Subtraction
• Complementary addition
224 – 86 = 138
86 200 100 224
+14 +100 +24
Subtraction
• Written method (from year 5)
154 – 86 = 68
54 (100)14 (86)
68
Subtraction
• Written method – Borrowing• (from year 5)
754 – 286 = 468
754286
468
1146
Multiplication
• Using multiplication facts
You need to know your tables.
-Year 3 2,3,4,5,10-Year 4 6,7,8,9-Year 5 11,12
Multiplication
• Using multiplication facts
13 x 9 = 117
13 × 9 = ? 13 × 10 (-13)
Multiplication
• Using multiplication facts
13 x 11 = 143
13 × 11 = ? 13 × 10 (+13)
Multiplication
• Grid Method 12 6 = ?
x 10
2
6
100
20
x
Answer = 100 + 20
= 120
Multiplication
• Grid Method 132 5 = ?
x 100
30
5
500
150
x
Answer = 500 + 150 + 10
= 660
2
10
Multiplication
• Grid Method 132 12 = ?
x 100
30
10
1000
300
2 200 60
x
Answer = 1000 + 200 + 300 + 60 + 20 +4
2
20
4
Multiplication
• Traditional Method (from year 5)
Answer = 138
23 × 6 138 1
Division
• Sharing
13 ÷ 4 = 3 r 1
Division
• Grouping
41 ÷ 4 = 10 r 1
+1
+ 40
10 groups
Division
• Grouping
43 ÷ 4 = 10 r 3
0 3 43
-3
- 40
10 x 4
Division
• Traditional Method (from year 4)
81 ÷ 3 = 27
2 7
3 8 12
Summary of strategies
Children should always estimate first.
Children should decide whether a method is appropriate.
Children should be taught and reminded to use the correct language.
Children should always check their answer, preferably using a different method e.g. The inverse operation.
Children who make persistent mistakes should return to the method that they can use accurately.
Children still need to know number and multiplication facts by heart.