# Wickford Primary School

## Working For Everyone # Maths

Maths Key Objectives 2014

Progression in Mental Calculation Strategies

Children need to learn these strategies, and know that they are essentially mental methods, although some jottings or note taking may be helpful.

They also need to be able to recognise and to articulate the circumstances in which each method is appropriate to use, for example, finding the difference is a good method to use when numbers are fairly close together.

The following methods are enclosed:

Counting on and back
Finding the difference
Doubles and near doubles
Partitioning

Guidance on the teaching sequence for learning times tables is also included in this document.

 Times tables The teaching sequence Counting on the relevant number. Learning times tables in order by rote, through chanting music, copying out etc. Learning times tables out of order. Understanding the division facts that relate to multiplications and vice versa: 2 x 4= 8 and 4 x 2= 8 so    8 ÷ 4= 2 and 8 ÷ 2= 4 Also using the inverse (opposite) operation to work out an answer: 3 x _= 18                OR so    18 ÷ 3= 6 Apply multiplication and division facts to real life problems. More able children can be stretched by challenging them to complete questions under timed conditions. Stage 1 2, 10 and 5 Stage 2 4, 8, 3 and 6 Stage 3 11 and 9 Stage 4 7 and 12 Stage 5 Mixed tables Stage 6 Mixed tables including decimals

 Counting on and back Stage 1 Add and subtract 1 to/from any number up to 20 (using B10 and money as a model) Eg  4+/-1 Stage 2 Add and subtract 10 to/from any number up to 1 or 10 (using B10 and money as a model) Eg. 14+/-10 Stage 3 Add or subtract multiples of 1 and 10 to/from any number up to 100 (using B10 and money as a model) Eg. 53+/-20 53+/-24 Stage 4 Add or subtract multiples of 100 to/from any number up to 1000 Eg  263+300   Using money as a model mentally add multiples of 10p and 1p to any amount and record as a decimal  eg  add 20p to £1.34 Stage 5 Mentally add a 3d number to any number by counting on 100’s tens then1s Eg  463+221  (463…663…683…684)   Mentally add and subtract multiples of 0.1 and 0.01 to any number including in the context of money and measure Stage 6 Add or subtract multiples of 1000 to/from any number up to 10000 and beyond Eg. 3026+/-2000,  326+4000

 Finding the difference Exemplification examples Stage 1 Find the difference between 2 amounts of objects up to 10     Find the difference between 2 numbers on a number line by counting the ‘jumps’ between them   Say how many ‘single jumps’ on the number line to get to 10 from any number less than 10 Make 2 towers of cubes with a difference of 2- how many pairs of towers can you make?           How many jumps are there from 6 to get to 10 Stage 2 Find the difference between 2 amounts of objects up to 20 in a range of contexts       Find the difference between 2 numbers up to 20 using a number line model   Say how many ‘jumps’ to the next multiple of 10 from any 2d number What is the difference between 2 lengths of ribbon? What is the difference between the number of children who walk to school and the number of children who come by car?       63+7=70 It is 11:47 how many minute before 11.50? Stage 3 Find the difference between 2 amounts up to 100 in a range of contexts   Find the difference between two 2d numbers using a number line model by finding the next multiple of 10 and counting on in tens I need £83 to buy a pair of trainers, I have already saved £46. How much more do I need? Stage 4 Find the difference between two 3d numbers/amounts by counting on from one number to the other using a number line as a model I need 320ml of water for my recipe, I have already put in 180ml in the mixture- how much more do I need to add? Stage 5 Find the difference between two numbers/amounts including larger and decimals by counting on from one number to the other using a number line as a model-and know when it is appropriate to use a written method instead 3300-1600 (for 3363-1847 it will be better to use a written method)