Iver Village Junior School Mathematics calculation policy

Addition
Government expectations for year 3 Government expectations for year 4 Government expectations for year 5 Government expectations for year 6
add numbers mentally, including:
a three-digit number and ones
a three-digit number and tens
a three-digit number and
hundreds
add numbers with up to three
digits, using formal written methods
of columnar addition
estimate the answer to a
calculation and use inverse
operations to check answers
solve problems, including missing
number problems, using number
facts, place value, and more
complex addition and subtraction.

add numbers with up to 4 digits
using the formal written method of
columnar addition where
appropriate
estimate and use inverse
operations to check answers to a
calculation
solve addition two-step problems
in contexts, deciding which
operations and methods to use and
why.

add whole numbers with more
than 4 digits, including using formal
written methods - columnar
addition
add numbers mentally with
increasingly large numbers
use rounding to check answers to
calculations and determine, in the
context of a problem, levels of
accuracy
solve addition multi-step
problems in contexts, deciding
which operations and methods to
use and why.
perform mental calculations,
including with mixed operations and
large numbers
use their knowledge of the order of
operations to carry out calculations
involving the four operations,
solve addition multi-step
problems in contexts, deciding
which operations and methods to
use and why,
solve problems involving addition,
subtraction, multiplication and
division,
use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
Vocabulary related to addition:
+, add, addition, more, plus, make, sum, total, increase, altogether, score, double, near double, one more, two more... ten more... one hundred more,
how many more to make? how many more is than? how much more is?

Strategies
Add numbers by reordering, Add numbers by partitioning, Add numbers by partitioning and compensating (adding near multiples of ten) Add numbers by
bridging through multiples of 10
Addition on a number line, columnar addition with increasingly large numbers.

Prior knowledge
Children should know how to use a number line to count on in ones, be able to partition numbers into tens and units, be able to count in multiples of ten,
be able to count on in tens from any given number, be confident partitioning numbers eg. 7 = 3 + 4 or 5 + 2, recognise pairs of numbers that make 10,
recognise columns units, tens, hundreds thousands.
Iver Village Junior School Mathematics calculation policy
Step 1 - Mental calculations-

Add numbers by reordering:
Put the largest number first

23 + 54 = 54 + 23

Find pairs of numbers that equal 10

6 + 13 + 4 + 3 = 6 + 4 + 13 + 3

3 + 8 + 7 + 6 + 2 = 3 + 7 + 8 + 2 + 6


27 + 14 + 43 = 70 + 14 =84


Add numbers by partitioning both numbers
N.B. children must be secure adding multiples of ten.

23 + 45 = 20 + 3 + 40 + 5
= 20 + 40 + 3 + 5
= 60 + 8
= 68

Add numbers by partitioning and compensating
(adding near multiples of ten)

53 + 11 = 53 + 10 + 1

Add numbers by bridging through multiples of 10
N.B children should be able to partition 7 to relate the adding of 5 then 2
15 + 7 = 15 + 5 + 2
49 + 32 = 49 + 1 + 31





Step 1 written calculations-
Add numbers on a number line

calculate 45 + 17


+ 10 +1 +1 +1 +1 +1 +1 +1

45 55 56 57 58 59 60 61 62



Add numbers in columns (without crossing columns)


23 + 35
35
+ 23
58





142 + 7
142
+ 7
149

251 +37
251
+ 37
288
Iver Village Junior School Mathematics calculation policy
Step 2 - Mental calculations-

Add numbers mentally by reordering

25 + 36 + 75 = 25 + 75 + 36 (recognising pairs that make 100)
3.2 + 4.1 + 0.8 = 3.2 + 0.8 + 4.1 (recognising pairs that make a whole)
28 + 75 = 75 + 28 (thinking of 28 as 25 + 3)


Add numbers by partitioning second number only
N.B Children need to be secure adding multiples of 10 to any two-digit number
including those that are not multiples of 10.
55 + 37 = 55 + 30 + 7
= 85 + 7

2.5 + 3.1 = 2.5 + 3 + 0.1

Add numbers by partitioning and compensating
adding near multiples of ten

58 + 71 = 58 + 70 + 1
38 + 69 = 38 + 70 1
53 + 29 = 53 + 30 1

Adding near doubles

18 + 16 is double 18 and subtract 2 or double 16 and add 2
36 + 35 is double 36 and subtract 1 or double 35 and add 1
60 + 70 is double 60 and add 10 or double 70 and subtract 10


Add numbers by bridging through multiples of 10

57 + 14 = 57 + 3 + 11 or 57 + 13 + 1
3.8 + 2.6 = 3.8 + 0.2 + 2.4
5.6 + 3.5 = 5.6 + 0.4 + 3.1




Step 2 written calculations-
Add numbers on a number line
N.B Children need to be secure adding multiples of 10 to any two-digit number
including those that are not multiples of 10.

calculate 45 + 37


+ 30 +7

45 75 82


calculate 251+35


+30 +5

251 281 286

Calculate 4.5 + 3.7

+ 3 +0.7

4.5 7.5 8.2


Add numbers in columns (Including crossing of columns only once and
decimals to 1 d.p)

Calculate
68
+29
97
1

3219
+1347
4556
1


256
+ 9
265
1
319
+137
456
1
2.6
+3.5
6.1
1
Iver Village Junior School Mathematics calculation policy
Step 3 Mental calculations-

Add numbers mentally by reordering

34 + 27 + 46 = 34 + 46 + 27
180 + 650 = 650 + 180 (thinking of 180 as 150 + 30 )
4.6 + 3.8 + 2.4 = 4.6 + 2.4 + 3.8


Add numbers by partitioning

540 + 280 = 540 + 200 + 80

Add numbers by partitioning and compensating
adding near multiples of ten

138 + 69 = 138 + 70 1
5.7 + 3.9 = 5.7 + 4.0 0.1
3.12 + 0.92 = 3.12 + 1 0.08

Adding near doubles

38 + 35 is double 35 and add 3
160 + 170 is double 150 and add 10 then add 20,
or double 160 and add 10,
or double 170 and subtract 10
380 + 380 is double 400 and subtract 20 twice
1.5 + 1.6 is double 1.5 and add 0.1 or double 1.6 and subtract 0.1

Add numbers by bridging through multiples of 10

296 + 134 = 296 + 4 + 130
0.8 + 0.35 = 0.8 + 0.2 + 0.15


Step 3 written calculations-
Use a numberline to solve problems involving time
40 minutes after 3.30

+30 + 10

3.30 4.00 4.10

It is 8.35. How many minutes to 9.15?
+ 25 +15
8.35 9.00 9.15
It is 11.30. How many minutes to 15.40?

+ 30 +3hrs + 40
11.30 12.00 15.00 15.40
Add numbers in columns
387 4502 381745 2.35
+459 + 2989 + 24529 + 1.53
846 7491 406274 3.88
11 1 1 1 1 1


Iver Village Junior School Mathematics calculation policy
Subtraction.
Government expectations for year 3 Government expectations for year 4 Government expectations for year 5 Government expectations for year 6
subtract numbers mentally,
including: a three-digit number
and ones
a three-digit number and tens
a three-digit number and
hundreds
subtract numbers with up to three
digits, using formal written methods
of columnar subtraction
estimate the answer to a
calculation and use inverse
operations to check answers
solve problems, including missing
number problems, using number
facts, place value, and more
complex subtraction. .

Pupils should be taught to:
subtract numbers with up to 4
digits using the formal written
methods of columnar subtraction
where appropriate
estimate and use inverse
operations to check answers to a
calculation
solve subtraction two-step
problems in contexts, deciding
which operations and methods to
use and why.
Pupils should be taught to:
subtract whole numbers with
more than 4 digits, including using
formal written methods (columnar
subtraction)
subtract numbers mentally with
increasingly large numbers
use rounding to check answers to
calculations and determine, in the
context of a problem, levels of
accuracy
solve subtraction multi-step
problems in contexts, deciding
which operations and methods to
use and why.
perform mental calculations,
including with mixed operations and
large numbers
use their knowledge of the order
of operations to carry out
calculations involving the four
operations
solve subtraction multi-step
problems in contexts, deciding
which operations and methods to
use and why
solve problems involving addition,
subtraction, multiplication and
division
use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
Vocabulary related to subtraction:
subtract, subtraction, take (away), minus, decrease , leave, how many are left/left over? , difference between , half, halve, how many more/fewer is
than? how much more/less is? Count on fromto
Strategies
practise using columnar subtraction with increasingly large numbers up to three digits to become fluent
partitioning, partitioning compensating

Prior knowledge
Count back in ones from any given 2 or 3 digit number, be able to partition numbers into tens and units, be able to count back in multiples of ten, be able
to count back in tens from any given 3 digit number, be confident partitioning numbers


Iver Village Junior School Mathematics calculation policy
Step 1 - Mental calculations-

Subtract numbers by partitioning

N.B children should be secure counting back in multiples of ten from any 2
digit number.

68 32 = 68 30 2 = 38 2 = 36
477 50 =
582 300 =
600 45 = 600 40 5 = 540 5 = 535


Subtract numbers by taking away near multiples of ten and adjusting
(compensating)
N.B children should be able to relate subtracting 11 as subtracting 10 then
1 and the subtracting of 9 as subtracting 10 then adding 1

53 - 11 = 53 - 10 - 1
87 9 = 87 10 + 1





















Step 1 written calculations-



Subtract numbers by counting on

68 39 = 29

+1 + 20 + 8

39 40 60 68


Subtract numbers in columns ( no exchange)
27 176 3285
- 14 - 43 - 1042
13 133 2243




Iver Village Junior School Mathematics calculation policy
Step 2 - Mental calculations-

Subtract numbers by partitioning
N.B. children should be secure counting back in any multiple of ten or one
hundred from any 2 or 3 digit number.

4000 384 = 4000 300 80 4
= 3700 80 4
= 3620 4
= 3516
365 43 = 365 40 3 = 325 3 = 322
276 153 = 276 100 50 3 = 123
4062 254 = 4062 200 50 4 = 3808
4.7 3.5 = 4.7 3 0.5 =

Subtract numbers by taking away near multiples of ten and adjusting
(compensating)
74 - 39 = 74 40 +1 = 35
372 38 = 372 40 + 2 = 334
291 21 = 291 21 -1 = 270




Step 2 written calculations-

Subtract numbers by counting on

754 86 = 668

+14 +600 +54

86 100 700 754
600 + 14 +54 = 668



8 1 9 2 - 8 57


+ 43 +100 +7000 + 192

857 900 1000 8000 8192

7000 +192 +100 + 43 = 7335



Subtact numbers in columns including exchange
N.B children should be encouraged to check calculations using the inverse
operation.

9
81
6
7
1
4
1
2
1
0
2
3
1
0
1
0
1
2.
1
3
- 10 3 9 - 6 - 1 4 5 - 1. 7
71 3 5 14 1 5 5 0. 6



Iver Village Junior School Mathematics calculation policy
Step 3 Mental calculations-
Subtract numbers by partitioning
N.B children should be secure counting back in steps of 10, 100 and 1000
from any given number.
3825 246 = 3825 200 40 6
28 549 23 175 = 28549 23000 100 70 -5
= 5549 100 70 5
= 5449 70 5
= 5379 5
= 5374

Subtract numbers by taking away near multiples of one, ten or one
hundred and adjusting (compensating)
3825 394 = 3825 400 + 6 = 3431
2.45 0.97 = 2.45 1 + 0.3
5.32 1.04 = 5.32 1 0.04



Step 3 written calculations-

Use column subtraction
9 9 9 9 12 9
1
2
1
3
5
6
1
4 8
0
1
1
0
1
0
1
0
1
0
1
0
1
2
1
3.
1
0
1
0 1
3
4.
1
7
7
8
1
2
- 4 5 6 3 - 4 7 5 3 4 - 1 7 .9 5 - 3. 8 5 5
1 9 0 8 5 0 5 2 4 6 6 0 5 . 0 5 1 0 .9 2 7


Use a number line to solve problems involving time
N.B children will need to work backwards along the number line for this
calculation.
40 minutes before 3.30pm


-10 - 30
2.50 3.00 3.30
OR
N.B children must recognise that calculating the difference in hours is the time in this
question.
40 minutes before 3.30 pm

+20 +2hours +30
40 1.00 3.00 3.30
2 hours + 30 + 20 = 2 hours 50 mins or 2.50 pm





Iver Village Junior School Mathematics calculation policy


Multiplication
Government expectations for year 3 Government expectations for
year 4
Government expectations for year 5 Government expectations for year
6
recall and use multiplication facts for
the 3, 4 and 8 multiplication tables
write and calculate mathematical
statements for multiplication using the
multiplication tables that they know,
including for two-digit numbers times
one-digit numbers, using mental and
progressing to formal written methods
solve problems, including missing
number problems, involving
multiplication
including positive integer scaling
problems and correspondence
problems in which n objects are
connected to m objects.

Pupils should be taught to
: recall multiplication facts for
multiplication tables up to 12 12
use place value, known and derived
facts to multiply mentally, including:
multiplying by 0 and 1; multiplying
together three numbers recognise and
use factor pairs and commutativity in
mental calculations
multiply two-digit and three-digit
numbers by a one-digit number using
formal written layout
solve problems involving multiplying
and adding, including using the
distributive law to multiply two digit
numbers by one digit, integer scaling
problems and harder correspondence
problems such as n objects are
connected to m objects.

identify multiples and factors, including finding all
factor pairs and common factors
multiply numbers up to 4 digits by a one- or two-
digit number using a formal written method,
including long multiplication for two-digit numbers
multiply numbers mentally drawing upon known
facts
multiply whole numbers and those involving
decimals by 10, 100 and 1000
recognise and use square and cube numbers, and
the notation for them
solve problems involving multiplication
including using their knowledge of factors and
multiples, squares and cubes
solve problems involving multiplication and a
combination of operations including
solve problems involving multiplication,
including scaling by simple fractions and problems
involving simple rates.
multiply multi-digit numbers up to 4
digits by a two-digit whole number
using the formal written method of
long multiplication

identify common factors, common
multiples and prime numbers

use their knowledge of the order of
operations to carry out calculations
involving the four operations
solve problems involving addition,
subtraction, multiplication and division
use estimation to check answers to
calculations and determine, in the
context of a problem, an appropriate
degree of accuracy.
Vocabulary related to multiplication:
lots of, groups of times, multiply, multiplication, multiplied by, multiple of, product once, twice, three times ten times times as (big, long, wide and so
on) repeated addition array, row, column double, commutative, scaling, cubed, squared,

Strategies
Multiplying by multiples of 10, Multiplying by single-digit numbers and multiplying by two-digit numbers, recalling and using multiplication tables, Doubling,

Prior knowledge
Knowledge of the 2, 5 and 10 times tables, know that multiplication can be done in any order (commutative)
Know how to draw arrays. Know doubles of numbers to 10
Iver Village Junior School Mathematics calculation policy



Step 1 - Mental calculations-
To use arrays to learn square numbers for single digits
2
2
= 2 x 2 = 4
3
2
= 3 x 3 = 9
Use knowledge to solve missing number problems.
7 x 2 = = 2 x 7 7 x = 14
14 = x 7 x 2 = 14 14 = 2 x
x = 14 14 = x
To multiply multiples of 10 by any single digit number.
N.B children must be secure in their knowledge of the ten times tables
40 x 3 = 4 x 10 x 3 = 4 x 3 x 10
30 x 8 = 3 x 10 x 8 = 3 x 8 x 10
Use doubling to learn times tables.
N.B children must be secure in their knowledge of the 2 times tables
Through doubling, they connect the 2, 4 and 8 multiplication tables.
Through doubling, they connect the 3, 6 and 12 multiplication tables.
use partitioning to help multiply 2 digit numbers
e.g double 18 = double 10 + double 8
Use commutativity to solve multiplication problems
N.B children must be secure in their knowledge that 3 x 4 means 3, 4 times or 4 lots of 3
And they must recognise for example 3 x 4 is the same answer as 4 x 3
3 x 8 x 5 = 8 x 5 x 3 = 40 x 3 = 120
To multiply numbers by 10, or 100
23 x 10 23 x 100
H T U

2
2
3
3
0


Th H T U

2

3
2
0
3
0
Step 1 written calculations

Use grid method to multiply 2 digit numbers by a single digit
N.B children must be secure multiplying multiples of 10 by any single digit

38 x 3

90 + 24 = 114




Use Formal layout to multiply 2 digit by 1 digit

38 x 3

38
X 3
114
1 2


X 30 8
3 90 24
Iver Village Junior School Mathematics calculation policy
Step 2 Mental calculations
Know tables to 12 x 12

Use knowledge to solve missing number problems.

28 = x x x 2 x 7 = 28 7 x = 28
28 = 7 x 28 = x 2 x 2

Use commutativity to solve multiplication problems,
4 12 5 = 4 5 12 = 20 12 = 240

To multiply numbers by 10, 100 or 1000 including decimals
2..3 x 10 0. 23 x 100
T U th
s

2
2
3
3
0


230 x 1000






T U ths hth
s

2
0
3
2
0
3
0
100Th 10Th Th H T U

2

3

0
2
0
3
0
0
0
Step 2 written calculations
Use grid method to multiply


23 x 7 = 161
140 + 21 = 161
245 x 3 = 735

600 + 120 + 15 = 735
27 x 15 = 405

200 + 100 + 70 + 35 = 405

Use Formal layout to multiply (2, 3 and 4 digit by 1)
24 x 6 342 x 7 2741 x 6

2 4 3 4 2 2 7 4 1
X 6 x 7 x 6
1 4 4 2 3 9 4 1 6 4 4 6
1 2 2 2 1 1 4 2

X 20 3
7 140 21
X 200 40 5
3 600 120 15
X 20 7
10 200 70
5 100 35
Iver Village Junior School Mathematics calculation policy
Step 3 - Mental calculations

To use factors to help multiply
35 x 14 = 35 x 2 x 7
= 70 x 7

N.B Children need to be secure in their knowledge of times tables to select an order in
which to multiply to make the calculation easier.

Use partitioning to multiply
35 x 14 = (30 x 14) + (5 x 14) = 140 + 70 = 210

Step 3 written calculations
Use grid method to multiply
N.B encourage children to check calculations using an estimation
Eg 300 x 100 = 30000
275 x 135 = 37125






= 27000 + 9450 + 675 = 37125




Use Formal layout to multiply (long multiplication)
N.B try to encourage children to check their answers using estimates by rounding and
multiplying eg 20 x 20 = 400 or 120 x 30 = 3600

2 1 2
2

4 1 2 4
X 1 6 x 2 6
1 4 4 7 4 4
2 4 0 2 4 8 0
3 8 4 3 2 2 4

1 1

X 200

70
5
100 20000
7000
500
30 6000
2100
150
5 1000
350
25


Iver Village Junior School Mathematics calculation policy

Division.
Government expectations for
year 3
Government expectations for
year 4
Government expectations for year 5 Government expectations for year 6
recall and use division facts
for the 3, 4 and 8
multiplication tables
write and calculate
mathematical statements for
division using the
multiplication tables that they
know solve problems,
including missing number
problems, involving division,
including positive integer
scaling problems and
correspondence problems in
which n objects are connected
to m objects.
Pupils should be taught to:
recall division facts for
multiplication tables up to 12
12
use place value, known and
derived facts to divide
mentally, including dividing by
1;
solve problems involving
scaling problems and harder
correspondence problems
such as n objects are
connected to m objects
know and use the vocabulary of prime numbers,
prime factors and composite (non- prime) numbers
establish whether a number up to 100 is prime
and recall prime numbers up to 19
divide numbers mentally drawing upon known
facts
divide numbers up to 4 digits by a one-digit
number using the formal written method of short
division and interpret remainders appropriately for
the context
divide whole numbers and those involving
decimals by 10, 100 and 1000
solve problems involving division including using
their knowledge of factors and multiples, squares
and cubes
solve problems involving division and a
combination of opperations, including understanding
the meaning of the equals sign
solve problems involving multiplication and
division, including scaling by simple fractions and
problems involving simple rates.
divide numbers up to 4 digits by a two-digit
whole number using the formal written method of
long division, and interpret remainders as whole
number remainders, fractions, or by rounding, as
appropriate for the context
divide numbers up to 4 digits by a two-digit
number using the formal written method of short
division where appropriate, interpreting
remainders according to the context
identify common factors, common multiples and
prime numbers

use their knowledge of the order of operations
to carry out calculations involving the four
operations
solve problems involving addition, subtraction,
multiplication and division
use estimation to check answers to calculations
and determine, in the context of a problem, an
appropriate degree of accuracy.
Vocabulary related to division:
share, share equally one each, two each, three each group in pairs, threes tens equal groups of divide, division, divided by, divided into remainder
factor, quotient, divisible by, prime, square root
Strategies
dividing by multiples of 10,using a numberline to show groupings , halving, bus stop method / short division, long division
Prior knowledge
Division is about sharing, share numbers between groups by doing and drawing, halves of numbers to 10, halving is dividing by 2,



Iver Village Junior School Mathematics calculation policy

Step 1 - mental calculations

To use knowledge of times tables to identify pairs of factors
Factors of 15 are 1 x 15, 3 x 5,

To use partitioning to halve even 2 digit numbers
N.B children should be secure halving multiples of 10

Half of 16 = half 10 + half 6 = 5 + 3 = 8
Half 32 = half 30 + half 2 = 15 + 1 = 16

Divide by 10, 100

23 10 23 100
H T U
2 3
2
0
3















Th H T U
2 3 0
2
0
3
Step 1 written calculations
Use a number line to show groupings for division
18 3 can be modelled as
Grouping - How many 3s make 18?


0 3 6 9 12 15 18


Remainders
16 3 = 5 r1
Sharing - 16 shared between 3, how many left over?
Grouping How many 3s make 16, how many left over? e.g.

0 3 6 9 12 15 16















Iver Village Junior School Mathematics calculation policy
Step 2 Mental calculations
To use partitioning to halve any 2 or 3 digit numbers
N.B children should be secure halving odd digits e.g. half of 5 = 2.5 or 2
Half of 27 = half 20 + half 7 = 10 + 3.5 = 13.5
Half of 382 = half 300 + half 80 + half 2 = 150 + 40 + 1 = 191

To use knowledge of times tables to find prime numbers to 19
Calculate numbers with only 1 x itself as factors.

Use halving to help divide by 5
N.B children must be secure in their knowledge of the ten and two times
tables

300 5 = half of 300 10 (since half of 10 is 5)

Divide by 10, 100 or 1000

23 10 230 100
T U ths
2

3
2

3



238000 1000







H T U ths hths
2 3

0
2

3

0
100Th 10Th Th H T U
2

3

8

0
2
0
3
0
8
Step 2 written calculations
Use a number line to show groupings for division

sharing sharing among 4, the number given to each person
41 4 = 10 r1
+40
10 groups of 4 +1
0 40 41
OR 41 = (10 x 4) + 1


44 3 = 14 r 2

+ 30 + 12 +2
10 lots of 3 4 lots of 3
0 30 42 44

Use bus stop method for division
14 7 =
1 4
7

360 8 =






9
2
8
Iver Village Junior School Mathematics calculation policy
Step 3 - Mental calculations

Use knowledge of division to help solve scaling problems
Eg recipes making for 4 but you want it for 2 ( half of it)



Step 3 written calculations
Use bus stop method and divide by increasingly larger numbers and
determine most appropriate way to Express Remainders
Quotients expressed as fractions or decimal fractions
Eg 41 4 = 10 or 10.25
Use a number line to show groupings for division
387 3


100 lots of 3 20 lots 9 lots
0 300 360 387
Use formal long division to divide by 2 digit numbers
N.B try to encourage children to check their answers by estimating eg
10000 20 = 500



Iver Village Junior School Mathematics calculation policy