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How do we calculate?. 24+19=?. Supplied by Not As We Know It Limited - www.notasweknowit.co.uk. How do we do it? Calculation strategies for parents This document outlines progressive steps for teaching calculation. It then breaks these down on a year by year basis.

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  1. How do we calculate? 24+19=? Supplied by Not As We Know It Limited - www.notasweknowit.co.uk

  2. How do we do it? Calculation strategies for parents This document outlines progressive steps for teaching calculation. It then breaks these down on a year by year basis. We hope that this document, as well as our calculation policy, will help you in supporting your children at home.

  3. Reception: Addition 5

  4. Reception: Subtraction Key Objective To begin to relate subtraction to taking away 2

  5. Reception: Multiplication Doubling numbers to 5 using fingers and mental recall 1 set of 3 is 3 6

  6. Reception: Division Halving numbers to 10 using fingers and mental recall 8 sweets shared by 4 children is 2 sweets each.

  7. Year 1: Addition

  8. Year 1: Subtraction 10 – 1 = 10 – 2 = Using Fingers • Use a hundred • Square to make • 1 less • 10 less

  9. Year 1: Multiplication Use of 100 square, Number fans, Counters and small equipment xxx xxx xxx Use fingers 2p 2p 2p 2p 2p

  10. Year 1: Division 0000 0000

  11. Year 2: Addition Use 100 square to add 10; add 9 and add 11quickly. 21 17 7 20 1 10 Use partitioning 21 + 17 = 38 21 + 17 = 20 + 10 1 + 7 30 + 8 38 20 1 10 7

  12. Year 2: Subtraction • Quick ways to • Subtract10 • Subtract 9 • Subtract 11 • Using a 100 square Example shows use of arrow cards to aid with subtraction calculations 35 12 2 30 5 10 30 5 10 2

  13. Year 2: Multiplication 0 0 0 0 Children physically do the problem and then draw it out.

  14. Year 2: Division Children physically do the problem, then draw it out.

  15. Year 3: Addition Start with the larger number, partition the smaller number 57 into tens and units and count on the multiples of 10 first and then the units. Use apparatus to help with your calculation 100 2 20 Line up units with units Line up tens with tens (100 + 0 70 + 40 6+ 8 Add tens and units: Begin with the most significant digit.

  16. Year 3: Subtraction Count forward on a number line from the smaller number to find the difference Physically subtract 34 from 86 using equipment Round 28 to the nearest 10 which is 30

  17. Year 3: Multiplication

  18. Year 3: Division

  19. Year 4: Addition By making the 999 up to 1000 and then taking the 1 back later this calculation is simple and solved in seconds. 2 100 50 2 1 5

  20. Year 4: Subtraction It is more reliable and efficient to take away the 500, then add the 30 back on after.

  21. Year 4: Multiplication 4 rows of 5 = 20 Using a single digit number 60 X5 300 600 300

  22. Year 4: Division

  23. Year 5: Addition 7 + 6 = 13, place the 3 in the units column and carry the ten forward to the tens column. 50 + 20 + 70 + the carried forward 10 = 80 Place the 80 in the tens column. 400 + 900 =1300, place the 3 in the hundreds column and carry the thousands. 1 (1000) add the carried thousand = 2000 T H T U 1 4 5 7 + 9 2 6 2 3 8 3 1 1 Add the most significant digits first: In this example, thousands

  24. Year 5: Subtraction

  25. Year 5: Multiplication 275 X 8 2200 Leading to 1600 560 40 2200 200 70 5

  26. Year 5: Division 28 432 300 132 120 12 or

  27. Year 6: Addition Compensation 4865 +2678 7865 (4865 +3000) 322 (3000 +2678) 7543 Add the most significant digits first: In this example, thousands

  28. Year 6: Subtraction 100 19 3 122 Counting up from the lower number 5435 -1767 33 (+33=1800) 200 (+200 = 2000) 3435 (+3435 5435) 3668

  29. Year 6: Multiplication 20 x 16 = 320 24 x 16 4 x 16 = 64 320 + 64 = 384 or 120 6000 1000 6000 1200 200 24

  30. Year 6: Division

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