Calculation Policy

THIRD SPACE
LEARNING
Calculation Policy
Third Space Learning’s
calculation policy for addition,
subtraction, multiplication and
division
Whole School
Contents
Overview
Addition and Subtraction Overview
Number Facts
Mental and written addition and subtraction
10
Multiplication and Division Overview
20
Multiplication and division facts
21
Informal methods
26
Formal Written Methods
29
Lesson Examples: Addition and Subtraction
34
Lesson Examples: Multiplication and Division

36
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Calculation Policy THIRD SPACE

LEARNING
Overview
At Third Space Learning, we are always striving to provide pupils with the best possible tools
for learning. We have spent years carefully thinking about the best way to teach calculations
and refining our tuition programmes and resources to reflect these ideas.
This calculation policy shows how we develop skills throughout our tutoring programme and
resources. We focus on developing understanding of foundational concepts (such as number
pairs within 10) and building upon those concepts later. Where possible, representations of
concrete resources and / or pictorial representation are used across years 1 to 6. We believe
that it is important pupils of all ages have the opportunity to use concrete, pictorial and abstract
representations of mathematics.
This document outlines how we teach calculation progressively in our tuition programme and
through our resources. In our tuition programme, we teach concepts in specific year groups, as
guided by the national curriculum. The way we present these concepts will vary depending on
the year group. For example, some concepts, such as the formal written method of addition, will
be new to a Year 3 pupil.
It is therefore introduced with the aid of base 10 so pupils can clearly see the value of each
digit they are working with. When this concept is built upon in Year 4, pupils are given the aid
of place value counters. While these still help pupils to see the value of each digit, they do not
as clearly show the quantity value of the digits (e.g. 40 in base 10 allows us to see 4 tens or 40
ones where as the place value counters just allow us to see the value of the digit 4 when in the
tens place).
Let’s learn Let’s learn
Let’s look at using the column method for adding.

Let’s calculate 6,543 − 1,326 using the column method.
We want to find the total of 47 and 25
T O
T O
Th H T O Th H T O
4 7 First, we make sure the tens
1,000 1,000 100 100 10 10 1 1

+ 2 5 and ones are correctly placed
underneath each other. 6 5 4 3

1,000 1,000 100 100 10 10 1
– 1 3 2 6
1,000 1,000 100
+ a First we add the ones.
7 ones + 5 ones = ones
ones is equal to ten and ones. We need to exchange

How do we subtract
one ten for 10 ones. 6 ones from 3 ones?
b Then we add the tens.
4 tens + 2 tens + 1 ten = tens
We must remember to add the regrouped tens.
Year 3 lesson on the formal written Year 4 lesson on the formal written
method supported with Base 10. method supported with counters.
In our tuition programme, we focus on two relationships: the relationship between addition and
subtraction and the relationship between multiplication and division. We want to encourage
pupils to use the inverse when solving addition or subtraction calculations mentally. Where
possible, we teach these concepts side by side and make links to the relationship (for example
the inverse). We also link division (sharing) to fractions.
© Third Space Learning 2023. You may photocopy this page. 1

THIRD SPACE
Calculation Policy | Addition and Subtraction LEARNING
Addition and Subtraction
In Addition and Subtraction, we have 5 key teaching concepts
Mental methods before written methods when solving problems

Understanding the relationship between addition and subtraction
Seeing subtraction as finding the difference, not just take-away
Correct terminology: regrouping (addition) and exchanging (subtraction)
Strategies used for whole numbers can be applied to decimals in the same way
Mental methods before written methods when solving problems.
When tackling addition and subtraction problems, pupils should always be encouraged to see
if they can complete the calculation in their heads or with jottings first before they go straight
to a formal written method. It may be quicker and more efficient as formal written methods can
be time consuming and do not help develop conceptual understanding.
Understanding the relationship between addition and subtraction.
It is important pupils understand that rather than there being 4 operations (+, −, x, ÷), there are
2 relationships. The relationship between addition and subtraction and the relationship
between multiplication and division. We want to encourage pupils to use the inverse when
solving addition or subtraction calculations mentally
Seeing subtraction as finding the difference, not just take-away.
Often, pupils will only see subtraction as ‘take-away’. This can lead to inefficient methods when
subtracting. If pupils understand that ‘subtraction’ means ‘difference’ they can use addition to
‘count on to find the difference’. Many pupils find addition easier than subtraction
Correct terminology: regrouping (addition) and exchanging (subtraction).
The vocabulary we use with pupils when modelling the column method is really important so
that it builds on the pupils’ place value understanding.
At Third Space learning, we use ‘exchanging’ when subtracting and ‘regrouping’ when adding.
It is helpful, in terms of developing place value and conceptual understanding, to try and
remember to maintain the integrity of a number when adding and subtracting numbers.
For instance, when working in the tens column, it is best to talk about subtracting 4 tens from 7
tens, rather than 4 from 7, or if working in the hundreds, adding 3 hundreds to 5 hundreds etc.
It can be detrimental if pupils believe they are only ever subtracting or adding ones.

Calculation Policy | Addition and Subtraction THIRD SPACE
LEARNING
Addition and Subtraction
Strategies used for whole numbers can be applied to decimals in the same way.
It is good educational practice to have consistency in methods using whole numbers and
decimal numbers. When using terminology we can also use it in the same way for decimals as
we do for whole numbers.
We focus on a few key structures:

Addition: aggregation (combining two amounts) augmentation (increasing an amount which
is often linked to counting on a number line).
Subtraction: take-away, reduction (counting back on number line), inverse of addition
(counting on to reach target number), difference.

LEARNING
Number facts
Toys
Initially, introduce number pairs using familiar resources, such as toys / fingers.
Concept(s) Pupils should understand different ways to make a number. All the representations are
different but they all show the same number.
Number pairs within 10
Pupils learn about number

pairs within 10 (for example
2 + 3 = 5).
Introduced in Year 1
Number pairs that make 10
Pupils apply their prior

learning to find number pairs
that make 10. This involves Counters / Tens frame
Bead string
finding fact families (addition Counters can be used alone or with a tens Multi-link and bead strings can be
and subtraction calculations).
frame. Using a tens frame can help pupils used to represent different numbers.
identify patterns when making 10. This The colours of the multi-link can
relates to subitising (the ability to look at a represent different parts that the
small number of objects and identify how whole can be broken into.
many there are without counting).

LEARNING
Number facts
Number shapes
Number shapes can be used in many different ways. When making a number,
Concept(s) pupils can place the number shape that they are making first (e.g. if they are
making 10, they place 10 first) and put other number shapes on top of this. E.g.
Number pairs within 10
in this image, 3 + 7 = 10 or 7 + 3 = 10 as the 3 and 7 number shapes can be
and
placed together to make one 10. It also shows 10 − 3 = 7 or 10 − 7 = 3.
Number pairs that make 10
Continued
B ar model
Bar models can be shown as discrete (divided into all the equal parts) or continuous
(one bar to represent one number). The bars should (as far as possible) be in
proportion.
10
3 7
Part-whole model
W ritten form
When using concrete resources, the language of ‘whole’ Addend + addend = sum
10
and ‘parts’ are introduced. Part-whole models can be − − e.g. 3 + 7 = 10
drawn to help pupils identify the whole and the parts Minuend − subtrahend = difference
3 + 7
that can make the whole. e.g. 10 − 3 = 7

LEARNING
Number facts
Number shapes and part-whole models
The examples below use number pairs to 5 to make 10. Pupils should identify the
Concept(s)
number pairs to 5 (0 and 5, 1 and 4, 2 and 3) and identify that 2 and 3 will help them to
make 10.
Adding and subtracting by

To solve 7 + 5, we can add 3 to 7 then add 2 or we can add 5 to 5 then add 2.
making 10
When crossing a tens

boundary through addition or
7 + 5 7 + 5
subtraction, pupils can use
= Or
number pairs to help make 3 2 2 5
the calculation easier.
Pupils should use their

understanding of number
pairs within 10 to help
partitioning a number to Tens frames and part-whole models
make a ten.
To solve 14 , we can take away 4 from 14, and then subtract 2.
– 6
14 − 6
4 2

LEARNING
Number facts
Tens frames
Tens frames can be used to show the link between number pairs that make 10 and
Concept(s) number pairs that make 20. These representations show pupils that they can apply
their prior knowledge to other calculations.
Number pairs within and to 20

If we know 7 + 3 = 10 Then we can work out 17 + 3 = 20
Number pairs to 10 are used to
support the understanding of
number pairs within and to 20.
Using number pairs to add Part-whole model or bar model
and subtract
When we compare the two part-whole models, we can see that the 10 has increased
As pupils explore the by 10 in the second model. As one of the parts (3) in the second model is the same, the
relationship between number other part must have increased by 10 to make the new whole.
pairs within / to 10 and
number pairs within / to 20 10 20
(and beyond when they are
comfortable with this), they 3 7 17 3
can use this to explore addition
and subtraction using number 10 20
pairs.
3 7 3 17

LEARNING
Number facts
Tens frames and place value counters
Base 10 drawings
Concrete resources can be used to clearly Once pupils are familiar with base 10,
Concept(s) show the relationship between number they can use drawings to represent
pairs that make 10 and number pairs to base 10. A square represents one
Number pairs to 100
100. hundred, a line represents one ten and
Once pupils are confident 1 1
a circle represents one one.
with number pairs to 20, they 1 1
can apply this knowledge to
find number pairs to 100.
10 10
10 10
Initially, pupils use number = 33 + 67
pairs to 10 to find related
number pairs to 100.
Shaded hundred square
Either a blank or numbered hundred square can be used to show number pairs to 100.
Pupils then move on to 1 2 3 4 5 6 7 8 9 10
finding number pairs to 100 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
using their understanding of 31 32 33 34 35 36 37 38 39 40
partitioning numbers into 41 42 43 44 45 46 47 48 49 50
tens and ones.
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
Introduced in Year 2 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

LEARNING
Number facts
Base 10 / bead strings / Rekenrek
Base 10, bead strings and Rekenreks can all be used to identify number pairs with tens
Concept(s)
and ones to 100. Bead strings (with 100 beads) and Rekenreks are especially useful as
they are grouped into tens / ones with one hundred as the total.
Number pairs to 100
Continued
4 + 6 = 10 40 + 60 = 100
Pupils can also apply this

understanding to number
pairs beyond 100, for
example number pairs to
1,000
33 + 67 = 100

LEARNING
Concept(s) Counting using tens frames
Count on to add and back to 1 2 3 4 5 1 2 3 1 2 1 2 3 4 5

or or
subtract
6 7 8 9 3 4 5 6 6 1 2 3
Pupils are introduced to 6+3 9−6 9−3
commutativity.
Pupils are taught that they Counters alone can also be used. Using a tens frame will help pupils identify if their
can count on from either answer is greater / less than a ten (or a multiple of 10).
addend to find the total.
They also explore counting
on from the larger addend to Hundred square
1 2 3 4 5 6 7 8 9 10
find the total.

11 12 13 14 15 16 17 18 19 20
Hundred squares can be used to identify the
Subtracting by counting back 21 22 23 24 25 26 27 28 29 30
larger addend or the minuend and count on /
31 32 33 34 35 36 37 38 39 40
is also introduced.
back, rather than counting items individually.
41 42 43 44 45 46 47 48 49 50
Introduced in Year 1 Hundred squares are also useful when exploring
51 52 53 54 55 56 57 58 59 60
finding 1 or 10 more / less than a number. 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

LEARNING
Concept(s) Number lines
Similar to hundred squares, number lines can help pupils work efficiently by counting
Count on to add and back to on from the larger addend or identify the minuend and count back. When pupils work
subtract
with negative numbers to count on and back, number lines can help pupils understand
continued the numbers they are working with.
Counting on:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Counting back:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Bead string
Bead strings can help pupils understand the concept of counting on or back by physically
moving the beads.
Counting on: 6 7 8 9
Counting back: 6 7 8 9

LEARNING
Concept(s) -
Part whole model
-
Part whole models can be used for larger numbers
Counting on to find a as well as smaller numbers .
difference
v + 6
To sol e 1,708 1, 00, we can partition 1,708 into 1,708 + 1,600
Pupils are introduced to the 6
108 and 1, 00.

concept of subtracting being This will allow us to double 1, 006 .
108 1,600
the difference.
We can then add 108.
It is important pupils
understand the − symbol
means ‘difference’ AND ‘take Number line
away’ AND ‘subtract’ AND Pupils should be encouraged to identify when counting on is the most efficient strategy.
‘reduce’ (and so on), not just Number lines can be an excellent way to identify when numbers are close so counting
one of these.
on will be easier than a formal method.
41 − 38 = 3 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
Bar model as the difference Abstract
15 − 8 can be read as: What is the difference between 8 and 15?
20 The same concept can be applied to larger numbers: 1,003 − 997 can be read as:
3 What is the difference between 997 and 1,003?
LEARNING
Concept(s) Lining items up: Counters / tens frames

Lining items up: Multi-link (or plain
Lining up counters will help pupils see cubes)
Near doubles
that the numbers are numerically close.
If two numbers are close in Pupils can then use this information to
value, we can use doubling select the addend they want to double
and adjusting to complete a and how to adjust.
calculation.
Lining items up: Toys

Lining items up: Number shapes
Lining items up underneath to each other (toys,
counters, cubes etc) will help pupils identify the
5−2=3
difference between numbers.
Pupils would benefit from having the

representations organised like the first image but
should also be exposed to other representations
such as the second image when they are confident 5−2=3
with the meaning of ‘difference’.

LEARNING
Concept(s) Ten frames and counters

Rekenrek
Tens frames and counters work very well with lower 15 + 2
Partitioning
value calculations but can become cumbersome with
Pupils should use their larger numbers.
15 + 2
understanding of tens and
ones to initially add the ones,
then add the tens. Adding or
subtracting the lowest value
column first will make it
easier for pupils when Base 10 without or with a place value chart
N umber shapes :
regrouping or exchanging is For larger numbers, resources that clearly show groups
involved or when decimals of ten make the process much easier.
are involved.
23 + 11 T O
23 + 11
LEARNING
Concept(s) Jottings
Sticks
Jottings can be used to partition the
Partitioning
numbers into tens and ones.
continued
23 + 11 = 34
3 + 1 = 4
20 + 10 = 30
30 + 4 = 34 23 + 11
Part-whole model
Part-whole models can be used to partition each number.
23 + 11 =
20 3 10 1

LEARNING
Concept(s) Any concrete resource or representation that Number shapes

clearly shows the whole and parts can be
Inverse operations
used to help support pupils' understanding of
Pupils should understand inverse operations.
that there is a relationship
between addition and Multi-link (or plain cubes)

subtraction. Exploring how to
use the inverse operation
helps pupils develop
different checking strategies.
This builds upon learning
about fact families and Part-whole model
applies it to any addition /
subtraction calculation.
The term ‘inverse operation’ 8

is introduced in Year 3 Bar model
Bar models and part-whole models clearly

show the parts and wholes in the calculation. 5 3
8
3 5

LEARNING
Concept(s) Using resources that clearly show groups of ten can help pupils to identify how to round
the numbers they are working with.
Rounding and adjusting
125 + 57
Building on the concept of 125 + 60 = 185
doubling and adjusting, 185 − 3 = 182

pupils learn to round a
number then adjust.
We add the nearest multiple of 10 and then adjust.

Note that in Year 3 the

language of ‘estimate’ and
‘estimation’ are used instead We have added 3 too many
of rounding.
Number line
Number lines can be used to clearly show that there are 3 too many so we need to
subtract 3. + 60 −3
125 182 185

LEARNING
Concept(s) Place value charts (and Base 10)

T O
Place value charts clearly show the place value of each
Formal written methods
digit in a calculation. A place value chart can be used
Initially, formal written to help pupils understand the abstract representation
methods are introduced of adding or subtracting numbers using the column
using concrete resources method.
within a place value chart.
23 + 11
Generally these use counters
or base 10 equipment.
Pupils start by adding Using concrete resources can help pupils to Place value charts (and counters)
without regrouping and understand when they need to regroup or
subtracting without exchange within a calculation. T O
exchanging then move on to 1 1
adding with regrouping and T O T O 10 10
3 1 1
subtracting with exchanging.
2 9 4 7
+ 1 7 – 1 9 10 1
4 6 2 8
1 23 + 11

LEARNING
Concept(s) Jottings
We can give ‘1’ from this number to the other
number, and the total will remain unchanged.
Jottings can be used to show how a
Same sum and same calculation has been adjusted either 299,999 + 582,651
difference
using the same sum or same difference. +1 −1
This concept builds upon the 300,000 + 582,650

concept of rounding and
adjusting. Pupils should Number line
difference = 14
understand that they can A number line can be used to
adjust a calculation to make show that the calculation has 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
it easier to solve mentally.
been adjusted but the sum or
difference have stayed the same. difference = 14
Once pupils are confident

Bar model
with the same difference

Bar models can be used to clearly illustrate why the same difference method works,
method, they can extend this
especially when making a calculation simpler. While a multiple of 10 / 100 / 1,000 etc
to make simpler subtraction
will seem simpler, if pupils solve this calculation using a formal written method, there is
calculations.
a lot of room for error. -1

16,000
16,000 – 4,469 = 15,999 – 4,468
4,469 difference

Calculation Policy | Multiplication and Division THIRD SPACE
LEARNING
Multiplication and Division

In Multiplication and division, we have 3 key teaching concepts
Mental / informal methods before written methods when solving problems
Understanding the relationship between multiplication and division
Correct terminology: regrouping (multiplication) and exchanging (division
Mental / informal methods before written methods when solving problems.
When solving multiplication or division calculations, it is important for pupils to consider whether
they can solve it in their heads with jottings (mentally) rather than using a formal written method.
There are a few different strategies pupils may choose to use. Encouraging pupils to talk through
the method they are using (or are considering using) when approaching a problem. This will help
develop their mathematical language and reasoning skills.
It is important when teaching and modelling the formal method for multiplication and division that
the correct language is used and we focus on the value of the digits throughout. As with addition
and subtraction, pupils should not think they are only ever working with ones.
Understanding the relationship between multiplication and division.
It is important that pupils don't see multiplication and division as two separate things. Instead we
want to draw attention to the relationship between them. We can help pupils to see the connections
by using arrays, fact triangles or diagrams / scenarios and these are used throughout the sessions.
To reinforce the knowledge of the relationship between multiplication and division, you can
encourage pupils to check division calculations by using multiplication and vice versa. Use of this
strategy becomes particularly useful when solving missing number problems and will help students
to solve more complex calculations, such as 'Working backwards' problems.
Correct terminology: regrouping (multiplication) and exchanging (division)
As with addition and subtraction, it is useful to use consistent language with multiplication and
division. At Third Space Learning, we use ‘regrouping’ in multiplication and ‘exchanging’ in division.
This will also reinforce the concept of multiplication as repeated addition and division as repeated
subtraction.
It is important when teaching and modelling the formal method for division that the correct
language is used and we focus on the value of the digits throughout. Division is the only operation
where we start with the most significant digit first (ie. the highest value digit.)

LEARNING
Concept(s) Toys or everyday objects
Pupils should use familiar resources to make and count equal groups. They should be
Multiplication as repeated encouraged to understand that the groups do not need to look identical, as long as each
addition (equal groups)
group contains the same number of items.
Multiplication is initially
taught through recognising
and adding equal groups.
E.g. 2 + 2 + 2 = 6
Maths manipulatives can then be used instead of Multi-link (or plain cubes)
toys or everyday objects.
When pupils are familiar

Counters
with adding equal groups,
they can relate this to
multiplication calculations.
E.g. 2 + 2 + 2 = 6
3 lots of 2 = 6
3 × 2 = 6
A rrays
Arrays can be introduced to begin to explore the
commutative nature of multiplication.

LEARNING
Concept(s) Base 10 and place value counters
Multiplying by 10 (7 × 10)
Multiplication as scaling
Pupils are taught that Pupils can use Base 10 or place value counters to show
multiplication means that we are making a number (in this case 7) ten times
[number] times the size.
the size.
Initially, pupils look at

doubling and ten times to Base 10, number shapes, toys / everyday objects
understand scaling.
Doubling (7 × 2)
Concept introduced in Year 1
Term scaling introduced in

Year 3
Pupils can use various resources (including toys and everyday objects) to show that
the original number is twice the size.
LEARNING
Concept(s) Using the same resources, pupils can either group or share to divide.
Division as sharing and

grouping
Pupils look at how division Sharing between 3 groups

can either be thought of as
sharing or grouping. This
also reinforces that division
involves equal groups.
Grouping into 3s
Sharing and grouping are
introduced in Year 1.
Toys, counters, cubes, multilink, can all be used to model and explore between sharing
Division with the division and grouping.
symbol is introduced in Year
2. Simple pictorial representations
Bar model s
12
The bar model shows there are groups o 3 or that
4 f
3 3 3 3
12 has been shared e ually between groups.
q 4

LEARNING
Concept(s) Hundred square

1 2 3 4 5 6 7 8 9 10 All numbers that are in 1 2 3 4 5 6 7 8 9 10
Developing multiplication 11 12 13 14 15 16 17 18 19 20 the 2x table are even. 11 12 13 14 15 16 17 18 19 20
and division facts

21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 If halving a number gives an 31 32 33 34 35 36 37 38 39 40
(up to 12 x 12)
41 42 43 44 45 46 47 48 49 50 even value, then the number is 41 42 43 44 45 46 47 48 49 50
in the 4 x table.
In our intervention lessons, 51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
we focus on teaching 71 72 73 74 75 76 77 78 79 80 If halving a number twice gives 71 72 73 74 75 76 77 78 79 80
an even value, then the number
different methods to learn 81 82 83 84 85 86 87 88 89 90
is in the 8 x table.
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100
the multiplication tables.
5 times table 2 times table 8 times table

These methods involve 10 times table 4 times table
finding patterns in a hundred
square, skip counting and
identifying / using Number lines (skip counting)
relationships.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pupils can use the number line to count in multiples of a given number.

LEARNING
Concept(s) Arrays
Arrays can be used to show a fact family. Pupils can use this to identify all the
Developing multiplication calculations related to the given array. Arrays can be created using concrete
and division facts
resources or represented pictorially.
(up to 12 x 12)
continued
6 × 3 = 18, 3 × 6 = 18, 18 ÷ 6 = 3, 18 ÷ 3 = 6
Identifying and using Arrays can also be used to highlight known facts (the distributive law)
relationships
I know 5 × 3 = 15 so 6 × 3 = 5 × 3 + 3 = 18
6 × 4 = 24
......
3 × 8 = 24
......
Pupils can also use number lines to identify and use relationships between
multiplication tables. This example shows using doubling of the 4 times tables to solve
the 8 times tables. This method can be applied to a counting stick.
0x 1x 2x 3x 4x 5x 6x 7x 8x 9x 10x
0 4 8 12 16 20 24
0 8 16 24 32 40 48 ? 64 ? 80
0 4 8 12 ? 20 ? 28 32 36 40

LEARNING
Informal methods
Concept(s) Arrays
Area model
Arrays can be used to partition a An area model builds on partitioning numbers to

Partitioning using an area number into more manageable multiply and divide. 1 3
model to multiply and divide

parts to multiply or divide. 10 3
This is where we split one of 7 x 13 70 21

............ .........
the numbers into two parts 13 x 4
7
and then multiply and / or

divide each part.
Part-whole models
÷7
÷847 84 ÷ 7 =
When pupils are confident
10 + 2 = 12
Initially, pupils multiply or with partitioning to multiply 70 14
divide by 1-digit numbers and divide, they can use the +
÷7 ÷7
then they move on to 2-digit pictorial representation of a
numbers.
part-whole model to partition 70 ÷ 7 = 10 W e can use our
14 ÷ 7 = 2
Introduced in Year 4 a number then multiply or 10 x 7 = 70
multiplication
2 x 7 = 14
facts to help.
divide.
Distributive Law
Pupils should understand that the distributive law means distributing the multiplication operation over addition or subtraction
and multiplying by each part of the number. 7 x 13 = (7 x 10) + (7 x 3)

LEARNING
Informal methods
Concept(s) Arrays / bar models
Arrays can be used to represent the factors of one number.
Using factors to multiply The arrays can be created using concrete resources (such as counters) or bar models,
and divide
although the bar models are slightly clearer for larger numbers than an array would
Once pupils have a secure be. 8 x 15 = 8 x 3 x 5 8 x 15 = 4 x 2 x 15
understanding of factors,
they can use factors to break 3 and 5 are factors of 15 4x2
one number then multiply or
2 x 15 15 15
divide. Pupils need to have a 5 x 8 8 8 8 8 8
15 15
secure understanding of 8 8 8 8 8 x 3 x 4
15 15
factors to avoid confusion 8 8 8 8 8 15 15
with partitioning and finding
factors.
Introduced in Year 5 Jottings
Jottings can be used to partition one number and solve the calculation in steps.
Associative law
90 ÷ 6 Next, divide the answer by the other factor
Pupils should understand 2 and 3 are factor of 6 30 ÷ 2 = 15
2×3
that the order they multiply
First, divide 90 by 2 or 3. Therefore 90 ÷ 6 = 15
does not matter.
8x3x5=5x8x3 90 ÷ 3 = 30

LEARNING
Informal methods
Concept(s) Jottings
Pupils can use jottings to identify the known facts and the adjustment needed to solve
Using known facts and the original calculation.
adjusting
There are some To solve 31 x 8, we can use known facts:
multiplication table facts that 31 x 10 = 310
pupils find easier to calculate This is 2 lots of 31 too many
with than others (e.g. 2s, 5s, 310 − (2 x 31) =
10s). Pupils can use known 310 − 62 = 248
facts to help them solve So
calculations quickly.
31 x 8 = 248

LEARNING
Concept(s) Place value chart and Base 10 or counters

Formal written method
Place value charts can be used with
Expanded method
T O
mathematical manipulatives to reinforce
The expanded method of 4 3
the understanding of place value when
multiplication encourages x 4
first introducing formal written
the understanding of place 1 2 (4 x 3)
multiplication.
value when multiplying.
+ 1 6 0 (4 x 40)
T O 1 7 2
Introduced in Year 4 for
1-digit x 2 or more digits
2 3 1
x 3 4
4 (4 x 1)
1 2 0 (4 x 30)
8 0 0 (4 x 200)
3 0 (30 x 1)
9 0 0 (30 x 30)
+ 6 0 0 0 (30 x 200)
7 8 5 4
1

LEARNING
Concept(s) Formal written method
Short multiplication
Short multiplication is used

T O H T O
when multiplying large 4 3 3 5 2
numbers by a single digit
number.
x 4 x 4
Pupils need to remember to
multiply each digit in turn.
1 7 2 1 4 0 8
Introduced in Year 4 1 1 1 2
Steps for 43 x 4
1) 4 x 3 ones = 12 ones (we can regroup 10 ones for 1 ten)
2) 4 x 4 tens = 16 tens
16 tens + 1 ten = 17 tens

LEARNING
Long multiplication
Steps to solve 312 x 26
Long multiplication is used

3 1 2 Start with the ones in the multiplicand (26).
when multiplying by larger x 2 6 1) 6 x 2 ones = 12 ones (we can regroup 10 ones for 1 ten)
numbers.
2) 6 x 1 ten = 6 tens
As with short multiplication, 1 8 71 2 6 tens + 1 ten = 7 tens
it is important pupils + 6 2 4 0 3) 6 x 3 hundreds = 18 hundreds
understand the place value

of each digit in the 8 1 1 2 Then, multiply by the tens in the multiplicand (26)
calculation. This ensures 1 1 4) 2 (tens) x 2 ones = 4 tens
pupils understand the reason 5) 2 (tens) x 1 ten = 2 hundreds
for their answers. For 6) 2 (tens) x 3 hundreds = 6 thousands

example, putting a place
holder on the second line of
the calculation shows
multiplying in the tens.

LEARNING
Concept(s) Place value counters or Base 10
Place value counters can be used to help pupils identify the place value of the digits in
Short division (with and the calculation.
without exchanging)
2 1 0 8 6 . 4
5 4 43 32 . 20
Short division is used when 4 10 10 1
dividing by a single digit 100 10 1
84 ÷ 4 = 21 10 10 1
number or a number that a 100 10 1
pupil knows its multiplication 10 10 1
100 10
tables for.
10 10 1
100
Pupils start with the largest
value digit and should use
Formal written method
the correct place value H T O
language. For example, we Steps to solve 687 ÷ 5
are not dividing 6, we are 1) Divide the hundreds:

1 3 7 r. 2
dividing 6 hundreds.
6 hundreds ÷ 5 = 1 hundred r 1 hundred
1 3
2) Exchange the hundreds for tens: 1 hundred = 10 tens
5 16 8 7
10 tens + 8 tens = 18 tens
3) Divide the tens: 18 tens ÷ 5 = 3 tens r 3 tens
4) Exchange the tens for ones: 3 tens = 30 ones
30 ones + 7 ones = 37 ones
5) Divide the ones: 37 ones ÷ 5 = 7 ones r 2 ones

LEARNING
Place value counters or base 10 can again be used to ensure pupils understand the
Long Division
value of the digits they are working with. Listing multiples of the divisor in a fact box can
Long division is used when help with division.
dividing by a 2-digit number.
Pupils start with the largest Steps to solve 434 ÷ 31
H T O
value digit and pupils may 1) Divide the hundreds:
0 1 4
need to exchange.
4 hundreds ÷ 31 = 0 hundred
3 1 4 3 4
It is important to maintain 2) Exchange the hundreds for tens:
0 groups of
the value of the digits – 0
4 hundred = 40 tens
31 hundreds
throughout. For example, we 40 tens + 3 tens = 43 tens
4 3
1 group of
are not dividing 4, we are 3) Divide the tens:
– 3 1
31 tens
dividing 4 hundreds.
43 tens ÷ 31 = 1 ten r 12 tens
1 2 4
Introduced in Year 6 4) Exchange the tens for ones:
– 4 groups of
1 2 4 31 ones
12 tens = 120 ones
0
120 ones + 4 ones = 124 ones
5) Divide the ones:

Hundreds Tens Ones
124 ones ÷ 31 = 4 ones
(We can use a list of multiples of 31 to find this

fact.)

LEARNING
Lesson Examples: Addition and Subtraction

Let’s learn Let’s learn
The slides on these pages are taken
–
Subtraction is the inverse of addition. We can explore the link between We can use the addition and subtraction facts we know to solve similar
from our intervention lessons. They addition and subtraction using number shapes. calculations using our place value knowledge.
11
show the addition and subtraction Using these number shapes, we can write 4 related calculations. hundred
6 hundred 5 hundred
section of our calculation policy in 20
11 1,100
action.
100 100 100 100
Let's show this using a 6 5 600 500
17 + 3 or
a
part-whole model. 100 100 100 100
3 + 17
6 + 5 = 11 100 100 100
– 20 – a 600 + 500 = 1,100
5 + 6 = 11
500 + 600 =
20 – 17 = 3 + 11 – 6 = 5
1,100 – 600 =
20 – 3 = 17 11 – 5 = 6
600 + 500 = 1,100 1,100 – 500 =
Subtraction is the inverse of addition.
Number pairs to 20 Using number pairs to add and subtract
Let’s learn Let’s learn Let’s learn
We can use a hundred square or a bead string to help us think about

Where two numbers are close together in a subtraction calculation, it is If both the numbers in a calculation are close in value,
number pairs that total 100. easier to find the difference between the two numbers rather than ‘take we can use doubling to solve it mentally.
away.’
Let’s calculate 1,708 + 1,600
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 45 is shaded. Count each row as a block of 10. Let’s take the calculation 402 – 398
a We can partition 1,708
21 22 23 24 25 26 27 28 29 30
a is not shaded
31 32 33 34 35 36 37 38 39 40 Rather than taking 398 away from 402,
a The subtraction symbol (–) has many meanings 1,708 + 1,600
41 42 43 44 45 46 47 48 49 50 we can count on to the find the difference. Difference
b We can show this in a part-whole model. Take-away (subtract)
51 52 53 54 55 56 57 58 59 60
Count on from 398 to 402 Decrease (reduce) 1,600
61 62 63 64 65 66 67 68 69 70 45 + = 100 .............
71 72 73 74 75 76 77 78 79 80 We can also show the difference on a number line
81 82 83 84 85 86 87 88 89 90 100
91 92 93 94 95 96 97 98 99 100 b Let’s double 1,600: Here we are doubling the smaller number
45 and adding on the extra.
Here it is shown on a 100 bead string. Next we need to add the extra
c + =
398 402
from the 1,708
Double 1,600 Extra
Number pairs to 100 Counting on to find a difference Near doubles

LEARNING
When we add two 2-digit numbers mentally, we can make the calculation When calculating mentally, we try and find ways
Let’s look at using the column method for adding.
easier by partitioning the numbers into tens and ones. to make the calculation easier to do in our heads. We want to find the total of 47 and 25
T O
Let’s look at 32 + 26 T O
125 + 60 = Instead of adding 56, it is easier to add 60 and
4 7
32 + 26 + then subtract the extra 4 we have added. First, we make sure the tens
a 125 + 56
+ 2 5 and ones are correctly placed
– 4 = underneath each other.

We add the nearest multiple of 10 and then adjust.
+
We have added 4 too many + a First we add the ones.
7 ones + 5 ones = ones
a First, we partition both numbers into their tens and ones. ones is equal to ten and ones.
b Then we add the tens, 30 + 20 = b How could we use a similar strategy to solve 2,350 + 1,298? b Then we add the tens.
c Then we add the ones, 6 + 2 = 2,350 + = This time, let’s add the nearest multiple of 100 4 tens + 2 tens + 1 ten = tens
d Finally, we combine all the tens and all the ones. – = We must remember to add the regrouped tens.
Partitioning Rounding and adjusting Formal written methods
Let’s calculate 6,543 − 1,326 using the column method. Let’s look at how we can use the column method for subtraction.
If we were to try and solve the following
1 6 0 0 0
Let’s calculate 57 - 34 calculation using the column method it could
easily result in a lot of mistakes. Why?
- 4 4 6 9
Th H T O Th H T O
Tens Ones T O
1,000 1,000 100 100 10 10 1 1
Let’s look at what we are trying to work out by drawing the bar model.
6 5 4 3 5 7 We are finding the difference between the two numbers.

1,000 1,000 100 100 10 10 1
– 1 3 2 6 – 3 4 -1
1,000 1,000 100 If we subtract one from 16,000

each number, the difference 4468 4469 15,999 16,000
will stay the same. 4,469 difference
-1 -1
First, we make sure the tens and ones are correctly placed under each other. a Let’s start by solving this. b Now solve this and see how simple it is.
We need to exchange
How do we subtract
one ten for 10 ones. 6 ones from 3 ones?
-1
a Subtract the ones. b Then we subtract the tens. 1 6 0 0 0 1 5 9 9 9
7 ones − 4 ones = ones 5 tens − 3 tens = tens – 4 4 6 9 -1 – 4 4 6 8
Formal written methods Formal written methods Same difference

LEARNING
Lesson Examples: Multiplication and Division

Let’s learn Support
The slides on these pages are taken
Jottings can be really helpful when you are multiplying 2-digit numbers
Let’s look at how we can use factors and scaling to solve this calculation.
from our intervention lessons. They by 1-digit numbers. Jottings are a good way to record your thinking. 32 x 500
show the multiplication and division Let’s look at 23 x 3

32 x 500 is the same as 32 x 5 x 100
a e can use number lines to skip count. c e can multiply each part of the
section of our calculation policy in

W W
+23 +23 +23 number and use jottings to keep track.
3 x 3 =
action.
0 23
20 x 3 = a F irst, we multiply 32 by 5 b Then, we multiply this answer by 100

b W e can imagine making 3 groups of 23.
M ental method lumn method
Co T Th Th T O
d W e can also use a formal method. H
T 32 x 10 =
T
O
O
2 3
10 10 1 1 1
÷2 = 3 2
Add the tens. x 3 10 10 1 1 1 x 5
W hen numbers are multiplied by 100,
all the digits move 2 places to the left.
Add the ones. 10 10 1 1 1
Multiplication as repeated addition Multiplication as scaling
Let’s learn Let’s learn Follow me Your turn
1 Let’s move from the array to the area model. 1 Now try this calculation.
The hundred square helps us to see patterns in the multiplication tables. W hen completing multiplication calculations, we can break the calculation
13
into parts to make it easier. 7 x 13
3
6 x 16
1 2 3 4 5 6 7 8 9 10 All numbers that are in 1 2 3 4 5 6 7 8 9 10 10
11 12 13 14 15 16 17 18 19 20 the 2x table are even. 11 12 13 14 15 16 17 18 19 20 a F irst, partition the 2-digit number.
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30 a This array shows 7 x 6 We can split this calculation into (5 x 6) + (2 x 6)
16
If halving a number gives an These calculations are easier to solve than 7 x 6.
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40 7
41 42 43 44 45 46 47 48 49 50 even value, then the number is 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 in the 4 x table. 51 52 53 54 55 56 57 58 59 60
5x6
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70 5x6 = 2x6=
If halving a number twice gives
6
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80 7x6 a Partition the 2-digit number.
81 82 83 84 85 86 87 88 89 90
an even value, then the number 81 82 83 84 85 86 87 88 89 90
is in the 8 x table. 2x6 b Complete the multiplication calculations.
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100 7x6= b Complete the multiplication calculations.
5 times table 2 times table 8 times table 7 x 10 = x =
10 times table 4 times table

b W e can use this method to solve We can solve (4 x 10) + (4 x 3) 7x3 = x =
a A number in the 5x table ends in c All numbers in the 2x,4x and 8x table questions such as 4 x 13
c Add the answers to the multiplication c Add the answers to the multiplication
or are calculations.
4 x 10 = 4x3= calculations.
b A number in the ten times table d All numbers in the 8x table are in the + = + =
+
ends in x table and x table S o 4 x 13 =

S o, 7 x 13 = So, 6 x 16 =
Developing multiplication and division facts Partitioning to multiply and divide Partitioning using area model

LEARNING
Let’s learn F ollow me Let’s learn
When solving multiplication calculations mentally, you can use factors to a We can use different methods to solve this calculation. We can use the formal written method for multiplying 2-digit or 3-digit
make the calculation easier. 31 x 8
numbers by a 1-digit number when we can’t solve it easily in our head.
8 x 15 et’s look at 43 x 4. T O
Doubling or
L
artitioning nown facts and adjusting
4 3
P K
using factors We can show this using
We could find factors of the other number. T a
4
a Instead of calculating 8 x15, we b the expanded method x
O
30 x 8 = 31 x 2 = 31 x 10 =
can calculate 8 x 5 x 3 Instead of 8 x 15, we could work out 4 x 2 x 15. of short multipliction.
8 x 15 8 x 15 x2 = (4 x 3)
1x8= – (2 x 31) = +
3 and 5 are factors of 15 4x2 (4 x 40)
x2 =
2 x 15 15 15 + =
5 x 8 8 8 8 8 8 OR 15 15
x 4 This is the same as
8 8 8 8 8 x 3 15 15 using factors.
b We can then progress T O
8 8 8 8 8 15 15 31 x 4 x 2 = to the compact method 4 3

8 of short multiplication.
It is easier to work out 2 x 15 first and x 4
8x5= then multiply this by 4. 31 x 2 x 2 x 2 =
W e mustremember to
x3= 2 x 15 = x4= add th e regrouped 10
Using factors to multiply and divide Using known facts and adjusting Short multiplication
When multiplying large numbers, we can use long multiplication. We use short division when dividing a number by a single digit number
We use long division when dividing large numbers by a 2-digit
and when we cannot solve it mentally or with jottings. number and when we can’t solve it in our heads.
Let’s look at 312 x 26
Let’s look at 432 ÷ 5 0 . Step 1: Divide the hundreds H undreds Tens O nes
4 hundreds ÷ 31 = 0 hundreds,
Step 1: Multiply 312 by 6 3 1 2 Step 1: Divide the hundreds. 5 4 4
3 32
remainder 4 hundreds.
Start with the ones. 6 x 2 ones = 12 ones. x 2 6 4 hundreds ÷ 5 = 0 hundreds r 4 hundreds 100 10 1
Exchange the 4 hundreds for tens
6 x 1 ten = tens 2 100 10 1 4 hundreds = 40 tens. H T O
We can regroup 10
1 Step 2: Exchange the hundreds for tens
ones for 1 ten. tens + 1 ten =
tens + 0 4 hundreds = tens.
100 10
Step 2: Divide the tens. 0
6 x 3 hundreds = hundreds Step 3: Divide the tens.
100 43 tens ÷ 31 = ten r tens 3 1 4 3 4
– 0 0 groups of
tens ÷ 5 = tens r 3 tens So 432 ÷ 5 = 31 x ten = 31 tens 31 hundreds
Step 2: Multiply 312 by 20 Step 3: Add the two amounts Exchange the remaining tens for ones.
together. Step 6: Convert the remainder into a decimal group of
First we place a zero 2 (tens) x 2 ones = tens Step 4: Exchange the tens for ones –
3 tens = ones We have 2 ones left over that we 31 tens
to show that we are + Step 3: Divide the ones
2 (tens) x 1 ten = hundreds need to divide equally between 5
not multiplying by 2, 124 ones ÷ 31 = ones
Step 5: Divide the ones groups of
but 20 2 (tens) x 3 hundreds = thousands 2 4 –
= ones ÷ 5 = ones r 2 = = 0.4 31 x ones = ones 31 ones
5 10 0
Long multiplication Short division Long division

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THIRD SPACE

Addition and Subtraction Overview

Mental and written addition and subtraction

Multiplication and Division Overview

Multiplication and division facts

Formal Written Methods

Lesson Examples: Addition and Subtraction

Lesson Examples: Multiplication and Division