Successful Learners Confident Individuals Responsible Citizens

The methods that are used at

Barnham Primary School
for the four mathematical operations.
 Successful Learners Confident Individuals Responsible Citizens

Dear Parents and Carers

As you know, mathematics is an incredibly important part of your child’s education.

At Barnham Primary School we believe the four mathematical operations (addition,
subtraction, multiplication and division) are the key building blocks on which all the
other areas of the mathematics curriculum depend. Therefore, we believe that
providing all children with a clear and confident working knowledge of the four
operations is vital to supporting their learning in this subject and as such is a
fundamental focus in mathematics teaching here at Barnham.

This booklet aims to provide you with a clear overview of the methods, and how
these develop, that we will use to teach the four operations throughout your child’s
time at Barnham. It is our aim that every child will leave Year 6 being able to work
confidently at Step 4 or above in both the written and mental aspects of all of the
mathematical operations. Different children will progress through the steps at
different speeds and they will be supported appropriately through differentiated and
targeted work in class.

The booklet comprises of both the expectations for mental knowledge and
calculation methods and the written calculation methods. The steps for the mental
mathematics expectations correspond to the written methods they support although
we encourage the learning of times tables as soon as possible!

We would ask that you support your child in their learning by using the methods for
the four operations outlined in this booklet. We will provide workshops during the
year if you wish to receive any support in any of these areas or if you have any
questions.

Please feel free to contact us with any questions or comments about the contents of
this booklet.

Yours Sincerely

James Everett (Headteacher) Samuel Parkin (Mathematics lead)

 Successful Learners Confident Individuals Responsible Citizens

Mental Knowledge and Calculation Methods

Step 1:
I begin to know some addition Start to learn and recall addition facts and number bonds to 10.
facts. ie: 1 + 9 = 10, 2 + 8 = 10, 3 + 7 = 10 etc
Step 2:
I can use mental recall of Know, and quickly recall, number bonds to 10.
addition and subtraction facts ie: 1 + 9 = 10, 2 + 8 = 10, 3 + 7 = 10 etc
to 10. Use knowledge that subtraction is the inverse of addition to recall subtraction facts to 10.
ie: 1 + 9 = 10 so 10 – 1 = 9 or 10 – 9 = 1
Step 3:
I can add and subtract two Use knowledge of the number line methods to count on/back in units, then 10s.
digit numbers mentally. Use knowledge of partitioning.
(See written methods of addition and subtraction)
I can use mental recall of 14 + 6 = 20
addition and subtraction facts  140 + 60 = 200
to 20 in solving problems
involving larger numbers. 15 – 8 = 7
 150 – 80 = 70
I can derive associated Use the knowledge that multiplication is the inverse of division.
division facts from known 5 x 4 = 20
multiplication facts.  20 ÷ 4 = 5
or 20 ÷ 5 = 4
Step 4:
I can recall multiplication facts Learn multiplication tables by rote, not by counting on.
up to 10x10 and quickly ie: 1 x 2 = 2, 2 x 2 = 4, 3 x 6 = 6, 4 x 2 = 8 etc
derive the corresponding not: 2, 4, 6, 8 etc
division facts. Learning by rote will significantly aid pupils’ work in both multiplication and division.

Derive division facts using knowledge that division is the inverse of multiplication for all times
tables.
I can use a range of mental Addition/Subtraction:
methods of computation for Use knowledge of the number line methods to count on/back.
addition, subtraction, Use knowledge of partitioning and decimals.
multiplication and division. Multiplication/Division:
Learn multiplication tables by rote, not by counting on.
Derive division facts using knowledge that division is the inverse of multiplication.
Use knowledge of partitioning (and decimals) to multiply 2-digit numbers by 1-digit numbers.
Use knowledge of the short division method to divide 2-digit numbers by 1-digit numbers.
 Successful Learners Confident Individuals Responsible Citizens

Written Addition

Step 1: Practical activities combining 2 or more groups of objects.

I can add numbers of objects Revise vocabulary for addition. Revise + and = signs.
to 10. Use this knowledge to create number sentences to write up practical activities.
I can record my work.
Investigate number bonds to 10, looking for patterns. Formalise and learn number bonds to 10.

Begin to use a number line to 20 to add 1 more, 2 more etc. Write up in number sentences.
Step 2: Number Line Addition:
Begin adding 2-digit numbers. Use a number line to add 2-digit numbers to single-digit numbers.
Use a hundred square to add on 10.
Use a number line to add 2-digit numbers to a teen-number.
Use a number line to add 2-digit to 2-digit numbers.
Use a number line to add 3-digit to 2-digit numbers etc.
ie: 43 + 22 = 65
+1 +1 +10 +10

__________________________
43 44 45 55 65
Begin to partition and add 2-digit numbers informally.
*Adding the units first will help with progression into column addition.
Step 3: Partition method: Expanded Column Addition 1: Expanded Column Addition 2:
I can add 3-digit numbers
using a written method. 592 + 263 = 855 592 + 263 = 855 592 + 263 = 855
(These methods build on each
other to develop 2 + 3= 5 500 90 2 500 90 2
understanding of the written 90 + 60 = 150 + 200 60 3 + 200 60 3
methods leading to column 500 + 200 = 700 700 150 5 800 50 5
addition.) 100
700 + 150 + 5 = 855
Step 4: Column Addition:
I can use an efficient written
method of addition. 592 + 263 = 855

592
+263
855
1
Step 5: Column Addition:
I can use known facts, place 846.73 + 478.98 = 1325.71
value, knowledge of
operations and brackets to 8 4 6. 7 3
calculate including all four + 4 7 8. 9 8
operations with decimals to 13 2 5. 7 1
two places. 1 1 1 1 1

I can solve simple problems Number Line Methods: The understanding that:
involving adding negative Pupils use a number line to add numbers +ve + +ve = + -ve + +ve = +
numbers in context. in a negative context. +ve + -ve = - -ve + -ve = -
-5 + -4 = -9
-5 + 4 = -1 May be independently held or developed by pupils
and they may wish to use this knowledge when
carrying out calculations of this nature.
Step 6: 1+3 =5=11
I can add fractions by writing 2 4 4 4
them with a common
denominator. 1 (x2) + 3 = 2 + 3 = 5 = 1 1
2 (x2) 4 4 4 4 4
When answering, fractions should always be simplified or given as a mixed number.
 Successful Learners Confident Individuals Responsible Citizens

Written Subtraction

Step 1: Practical activities subtracting using numbers below 10.

I can subtract numbers of Revise vocabulary for subtraction. Revise - and = signs.
objects to 10. Use this knowledge to create number sentences to write up practical activities.
I can record my work.
Investigate subtraction facts to 10, looking for patterns. Identify connection to number bonds to 10 to show
link between addition and subtraction.

Begin to use a number line to 20 to work out 1 less, 2 less etc. Write up in number sentences.
Step 2: Number Line Subtraction:
I can use the knowledge that Use a number line to subtract single-digit numbers from 2-digit numbers.
subtraction is the inverse of Use a hundred square to subtract 10.
Use a number line to subtract a teen-number from a 2-digit numbers.
addition.
Use a number line to subtract 2-digit from 2-digit numbers.
Use a number line to subtract 2-digit numbers from 3-digit etc.
For subtraction, count backwards on the number line.
ie: 43 - 22 = 21
-1 -1 -10 -10
__________________________
43 42 41 31 21
*As subtraction is the inverse of addition the answers can be found using an addition number line, this link
may be made independently and pupils may wish to use this method for subtraction.
*Do not use partitioning for subtraction as it causes misconceptions.
Step 3: Expanded Column Subtraction:
I can subtract 3-digit numbers 721 - 556 = 165
using a written method. 645 - 232 = 413
600 110
600 40 5 700 20 11
- 200 30 2 - 500 50 6
400 10 3 100 60 5

Step 4: Column Subtraction:

I can use an efficient written 721 - 556 = 165
method of subtraction. 645 - 231 = 413
6 11
64 5 7 2 11
- 2 3 2 - 5 5 6
4 1 3 1 6 5

Step 5: Column Subtraction:

I can use known facts, place 8.82 – 7.78 = 1.04
value, knowledge of 7
operations and brackets to 8. 8 12
calculate including all four - 7. 7 8
operations with decimals to 1. 0 4
two places.
I can solve problems involving Number Line Methods: The understanding that:
subtracting negative numbers Pupils use a number line to subtract numbers in +ve - +ve = - -ve - +ve = +
in context. a negative context. +ve - -ve = + -ve - -ve = +
-5 - 4 = -9 -5 - -4 = -1
Find the difference between 7 and -15. May be independently held or developed by
7 – (-15) = 22 pupils and they may wish to use this knowledge
when carrying out calculations of this nature.
Step 6: 3-1 =4
I can subtract fractions by 5 3 15
writing them with a common
denominator. 3 (x3) – 1 (x5) = 9 - 5 = 4
5 (x3) 3 (x5) 15 15 15

When answering, fractions should always be simplified or given as a mixed number.

 Successful Learners Confident Individuals Responsible Citizens

Written Multiplication

Step 1: Revise vocabulary for multiplication. Revise x and = signs.

I can begin to understand Understand multiplication as ‘lots of’.
Use this knowledge to create number sentences for multiplication facts.
the concept of
multiplication. Use a 100 square to investigate patterns in multiplication tables.
Step 2: Use arrays to understand the commutative nature of multiplication.
I can understand halving as a Use knowledge of multiplication vocabulary to express this in number sentences.
way of ‘undoing’ doubling and ie: 3 x 2 = 6 and 2 x 3 = 6
vice versa.
Understand that doubling is multiplying by 2.

Informally, begin to multiply a 2-digit number by a single-digit number using partitioning.

Step 3: Grid Method: Expanded Column Multiplication:
I can multiply two digit
numbers by 2, 3, 4 or 5 as 39 x 3 = 117 39 x 3 = 117
well as 10.
30 9 39
x3 90 27 x 3
2 7 3 x 9 = 27
90 +9 0 3 x 30 = 90
+27 117
117 1
1 .

Step 4: Column Method for Short-Multiplication:

I can use an efficient written
method of short multiplication. 39 x 3 = 117

39
x 3
117
1 2

I can multiply a simple Column Method for Short-Multiplication:

decimal by a single digit.
42.3 x 5 = 211.5

42.3
x 5
211.5
2 1 1

Step 5: Column Method for Short-Multiplication:

I can use known facts, place
value, knowledge of 41.37 x 4 = 165.48
operations and brackets to
41.37
calculate including all four x 4
operations with decimals to 165.48
two places. 1 1 2

I understand and can use an Grid Method: Expanded Column Multiplication: Column Multiplication:
appropriate non-calculator 415 x 23 = 9545 415 x 23 = 9545
method for solving problems 415 x 23 = 9545
415 415
that involve multiplying any
x 400 10 5 x 23 x 23
three digit number by any two 15 3x 5= 15 1245
20 8000 200 100
digit number. 3 1200 30 15 30 3 x 10 = 30 1 1

1200 3 x 400 = 1200 +8300

8000 1 0 0 20 x 5 = 100 1

200 2 0 0 20 x 10 = 200 9545

100 + 8 0 0 0 20 x 400 = 8000
1200 9545
30
+ 15
9545

Step 6: 1x4=2
I can multiply an integer by a 2
fraction.
1 x 4= 4 =2
2 1 2
When answering, fractions should always be simplified or given as a mixed number.
 Successful Learners Confident Individuals Responsible Citizens

Written Division

Step 1: Practical activities dividing objects equally into hoops etc.

I can begin to understand Revise vocabulary for division. Revise ÷ and = signs.
the concept of division. Use this knowledge to create number sentences to write up practical activities.
Identify connection to multiplication tables to show link between multiplication and division.
Step 2:
I can understand halving Understand that halving is dividing by 2.
as a way of ‘undoing’ Use knowledge that multiplication is the inverse of division to find halves.
doubling and vice versa.
Step 3: Short Division:
I can divide two digit 649 ÷ 3 = 216 r1
numbers by 2, 3, 4 or 5 as
2 1 6r1
well as 10.
3 6 4 19

Step 4: Short Division:

I can use an efficient 842 ÷ 6 = 140 r2
written method of short
1 4 0r2
division.
6 8 24 2

Step 5: Short Division:

I can use known facts, 827.24 ÷ 4 = 206.81
place value, knowledge of
20 6. 81
operations and brackets to
4 8 2 27 . 32 4
calculate including all four
operations with decimals to
two places.
I understand and can use Long Division (using cheat sheet): Long Division:
an appropriate non- 504 ÷ 21 = 24 504 ÷ 21 = 24
calculator method for
2 4 21 x 10 = 210 2 4
solving problems that
21 45 104 21 x 20 = 420 21 45 10 4
involve dividing any three
-4 2 0 21 x 5 = 105 - 4 2
digit number by any two 8 4 21 x 2 = 42 0 8 4
digit number. 21 x 4 = 84 - 8 4
0 0
I can use a calculator, 1 of 68 = 17
where appropriate, to 4
calculate fractions of
Use knowledge that to find a fraction of a quantity, you divide by the denominator.
quantities.
68 ÷ 4 = 17

Step 6: Use practical activities to investigate in order to 5 ÷ 1 = 20

I can divide an integer by a understand the method. 4
fraction. Use formal notation to write up practical
activities. 5 ÷ 1 = 5 x 4 = 20
4 1
When answering, fractions should always be
simplified or given as a mixed number.
I can calculate fractions of Use knowledge that to find a fraction of a quantity, you divide by the denominator.
quantities.
1 of 516 = 172
3

516 ÷ 3 = 172

1 7 2
3 5 21 6