Pennyhill Primary School Written Calculation Policy (May 2013) Addition

Stage 1
Practical, counting objects, reinforce more than and combining sets. Teacher to model recording and pupil to record number sentences where appropriate. Use of the number track hopping and recording. #2 '2 (2 (! ($ (# ('

Stage 4
)' #( #& )' %!' ( %$!

1 2 !"#

9 10

Stage 2
Use a number line to record ! 2"#

Stage 5
#)( !(# %2 %#& )&& *'2

0 9

1 10

Stage 6 Stage 3
#2 2$ %& %& % % % % !#)( '(# $2'2
%%%

Pennyhill Primary School Written Calculation Policy (May 2013) Subtraction

Stage 1
+urser, rh,mes e.g. sausages in a pan Teacher modelling, pictorial representation Practical demonstrations of take awa, -ocabular, of subtraction and one less. practical acti.ities. /, the third term 012 children begin to record meaningfull, 1 #!"2 2 3 4 5 6 7 8 9 10

Stage 4a 0preferred method for whole numbers2

)% $# " !' !' $% 3# )% 3$&

Stage 4b 0where applicable i.e. support mental

calculation4 difference in.ol.ing mone,, measures, time, decimals2

5#.%#352.*) " 52.%( 5&.&2 52 52.*) 5! 5#

5&.%# 5#.%#

Stage 2
Use a number line to record # 2 " !

Stage 5
(#$ 2!' "

0 9

1 10

(&& 2&& #&&

$&

#& !& %&

$ ) '

Stage 3
)% 2$ " #(

Stage 6
'$'( 2')$ "
#

#( #) #* '& '% 3$ 3%&

(%

)% 3%&

' 2 !

%!

$ ' (

' ) )

( $ !

Pennyhill Primary School Written Calculation Policy (May 2013) Multiplication

Stage 4 Stage 1
0 1 2 3 4 5 6 7 8 9 10 (2 6 !) 9r in 2%&& (& 2%& & #'& 2 '& %' :i;e " 2%'& " #(' 2(!' #'& order '& %' 2(!'

$62") 7ntroduce the 6 s,mbol. 8oubles as 62. -ocabular, of double, groups of, lots of, times etc. Use of arra,s !& )

Stage 2
2 2 0 2 4 6 < )* 2! 2( 0! 6 *2 2$& 0! 6 )&2 %)& 02& 6 *2 %'&& 02& 6 )&2 2&$( 2 2 "!6

Stage 5

Stage 3 Stage 6

$62")

26$")

2 ! # < % ) % ) ) & 2 2! $# & $ 2 ! &

Pennyhill Primary School Written Calculation Policy (May 2013) Division

Stage 1
=ounting in 2s and %&s on the counting stick and asking how man, 2s are there in> Sharing objects e?uall,, such as ' biscuits are on two plates. @ow man, biscuits are there on each plateA Grouping modelled as well i.e. ) biscuits are put so there are $ biscuits on each plate. @ow man, plates of biscuits are thereA r2

Stage 4
22' ( "

%'

22'

26(

!& 6 (

Stage 2
1epeated subtraction along a number line. 0 30 5 10 15 20 25

Stage 5
!(& %! " 30 %!2 ! ( & 2 ' & 2& 6 %! %& % %& ' # # 6 %! $ # ! * ! 6 %! ' 2) r '

5 5=6

Stage 3
%%# ( " ! %( !% %%# $#

Stage 6
Bormal Cethod $'& %! " & ! #r# %!2$ $' (&

r! (

26(

26(

26(

%& 6