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## Calculation Progression

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### Calculation Progression

### Which methods to support mental calculation ?

Ashfield

Mental Maths progression overview

YEAR 1

Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts.

YEAR 2

Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.

Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10.

YEAR 3

Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100.

Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000.

YEAR 4

Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000.

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple.

YEAR 5

Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double 0.34)

Recall multiplication facts up to 10x10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts

YEAR 6

Use knowledge of place value and multiplication facts to 10x10 to derive related multiplication and division facts involving decimals (e.g. 0.8x7, 4.8 6)

Use knowledge of multiplication facts to derive quickly squares of numbers to 12x12 and the corresponding squares of multiples of 10.

Y1

U ± U

TU + U (bridging 20)

TU (up to 20) – U

U + 9

Mult of 10 ± mult of 10

Finding the difference (numbers up to 20)

Combinations of groups of equal numbers of objects (U x U)

Sharing objects into equal groups (U/TU ÷ U)

Use bead strings / number lines to calculate

Y2

U + U + U

TU ± U

TU ± multiple of 10

TU – TU (small difference)

Use inverse operations to check calculations (+/-)

U x U

U / TU ÷ U (including remainders)

Use number lines and jottings to help them carry out calculations

Progression in MentalCalculations- Y3
- TU ± U
- TU ± near multiple of 10
- HTU – HTU (small difference)
- U / TU x 10 / 100
- TU x U (partition)
- TU ÷ U (linked to recall facts)
- Fractions of amounts (eg ¼ of £24)
- Rounding for estimation

Progression in MentalCalculations

Y5

+/– decimals: apply known facts & bridge through landmarks

ThHTU – ThHTU (eg 7012 – 3984)

x / ÷ whole nos. & decimals by 10 / 100 / 1000

Rounding for estimation (integers & decimals)

Integers x / ÷ U

Fractions of amounts (eg ¾ of £220)

- Y4
- TU ± TU
- +/– multiples of 10 / 100
- ThHTU – ThHTU (small difference)
- x / ÷ by 10 / 100 (whole no. answer)
- M of 10 x U (including near multiples)
- Divide using factors (eg 2400 ÷ 20)
- Solve problems involving money, measures & time
- Fractions of quantities (eg 2/3 of 24 cm)

- Y6
- Mental multiplication and division with decimals (U.t x / U)
- Efficient written methods: - add and subtract whole numbers and decimals;
- - multiply and divide whole numbers and decimals by a one-digit number, TU x TU and HTU x TU

Number lines

100 squares

Jottings

Partitioning

Tables and division facts ( trios)

Adjusting

Estimating

Rounding

Inverse operations

Cuisenaire

Dienes – base 10

Key Resources : Piece of string, bead strings, Ruler

Number Lines

Written calculation progression overview

YEAR 1

use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number

YEAR 2

use practical and informal written methods to add and subtract two-digit numbers

Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders

YEAR 3

Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers

Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 3, 50 4); round remainders up or down, depending on the context

YEAR 4

Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and .p

Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 9, 98 6)

YEAR 5

Use efficient written methods to add and subtract whole numbers and decimals with up to two places

Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU U

YEAR 6

Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer

YEAR 7

Use standard column procedures to add and subtract integers and decimals, and to multiply two-digit and three-digit integers by a one-digit or two-digit integer; extend division to dividing three-digit integers by a two-digit integer

Resources we use

- Fingers!
- Numicon
- Numberlines
- 100 squares
- Multiplication grids
- Counters/cubes
- Base 10

Lessons – what do they look like ?

Y1-Y6 – children have a daily numeracy lesson ( mental/oral, main input, group work or independent task, plenary)

Rec – maths is throughout the day, children explore maths through a range of child initiated and adult led activities

What you will see today!!

A range of activities where children will be using a range of strategies and skills….have fun and enjoy!

Please feel free to leave any questions on the question board so we can support you in any way we can.

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