Calculation Policy
Calculations Year 1
What We Do and How We Do It …
The following calculation policy has been devised to meet requirements of
the calculation strand of the National Curriculum 2014 for the teaching
and learning of mathematics. It is also designed to give pupils a consistent
and smooth progression of learning in calculations across the school and
through home learning.
Age-related expectations:
 The calculation policy is organised according to age related
expectations as set out in the National Curriculum 2014.
 Although there is an expectation that each child should aim to meet
the age-related stage by the end of the year, if a child has a particular
special educational need, this may affect the stage they are working
at during the academic year.
 Once children have reached their age related expectation they will be
challenged to provide explanations for their answers and develop a
sense of reasoning. This is known as mastery.
 The correct use of mathematical vocabulary is an important part of
achieving age-related expectations and children must be able to
explain their mathematical thinking to achieve the age-related
expectation.
 In this booklet, the mathematical vocabulary printed in red, is new
vocabulary and these words will be taught to your child for the first
time. Words printed in black words are words that they will have met
during an earlier stage.
The following pages will guide you through how we teach calculations at All
Saints Infant School and this booklet will be supported through parent
workshops. Please look out for dates on class notice boards, newsletters, on
our website and in book bags.
If you have any questions, please approach your child’s class teacher who will
be happy to go through the calculations with you.
Addition – Stage 1
Manipulatives
Straws, Numicon, Dienes, number lines, bead strings, counters, hundred
squares
Language
addition, more, plus, and, make, altogether, total, sum, double, near double,
equals most, count on and number line, number bonds/pairs, is the same as,
missing number
one more, two more… ten more
How many more to make…?
How many more is … than … ?
How much more is… ?
Models for Addition
Tom had 5 marbles and
Sam had 7. How many
did they have
altogether?
Tom had 5 marbles and
found 7 more. How
many does he have
now?
Add with numbers up to 20
Use numbered number tracks and number lines to add, by counting in ones.
Encourage children to start with the larger number and count on.
Children should:
 Have access to a wide range of counting equipment, everyday objects,
number tracks and number lines, and be shown numbers in different
contexts.
 Read and write the addition (+) and equals (=) signs within number
sentences.
 Interpret addition number sentences and solve missing box problems,
using objects and number line addition to solve them:
15+
=19
+3+1=10
+
=6
8+ 3 =
This builds on from prior learning of adding by combining two sets of objects
into
one group (5 cubes and 3 cubes) in Early Years.
Key skills for addition at Stage 1:





Read and write numbers to 100 in numerals, incl 1- 20 in words.
Recall bonds to 10 and 20, and addition facts within 20
Count to and across 100
Count in multiples of 1,2,5,and 10
Solve simple 1-step word problems involving addition, using objects,
number lines and pictorial representations.
Subtraction – Stage 1
Manipulatives
Number tracks, number lines, bead strings, multilink, Dienes, straws, objects,
hundred squares,
Language
take away, difference between, count back
How many are left/left over?
How many have gone?
One less, two less, ten less…
How many fewer is … than …?
How much less is … ?
Half, halve, subtract, equals, equal to, is the same as, missing number, number
bonds/pairs,
Models for Subtraction
Removing items from a set
12 - 5
1= 7
2
3
4
1
2
3
4
5
Comparing of two sets (difference)
12 - 5
1= 7
2
3
4
1
2
3
4
5
7 is 3 more than four
Seeing one as partitioned
12 - 5
1= 7
2
3
4
1
2
3
4
5
Subtract from numbers up to 20
Children consolidate understanding of subtraction practically, and in familiar
contexts, and are introduced to more formal recording using number lines as
below.
Subtract by taking away
Count back in ones on a numbered
number line to take away, with numbers
up to 20.
Model subtraction using hundred
squares and numbered number
lines/tracks periodically.
Mental subtraction
Children should start recalling subtraction facts up to and within 10 and 20,
and should be able to subtract zero.
Key skills for subtraction in Stage 1
 Given a number, say one more or one less
 Count to and over 100, forward and back, from any number
 Represent and use subtraction facts to 20 and within 20
 Subtract with one digit and two digit numbers to 20, including zero
 Solve one step problems that involve addition and subtraction, using
objects, and pictures, and missing number problems.
 Read and write numbers from 0-20 in numerals and words.
Multiplication
– Stage 1
Manipulatives
Objects, bead strings, number lines
Language
Counting in 2s, same, doubling, equally, how many? number patterns, groups,
multiplication, multiply, multiplied by, multiple, grouping, array
Models for Multiplication
Repeated Addition
Use repeated addition on a number line:
Start from zero, make equal jumps
up on a number line to work out
multiplication facts and write
multiplication statements using x
and = signs.
‘Lots’ of the same thing
3+3+3+3
3x4
Use Objects
Use of Fingers
Use fingers to count in groups
Use of Arrays
3 x 5 = 15
Keys skills for multiplication at Stage 1
 Count in multiples of 2, 5 and 10
 Solve one-step problems involving multiplication, by calculating the
answer using object, pictorial representations and arrays with the
support of the teacher.
 Make connections between arrays, number patterns and counting in
twos, fives and tens.
 Begin to understand doubling using objects and pictorial
representations.
Division – Stage 1
Manipulatives
objects, bead strings, Dienes
Language
Sharing, halving, number patterns, division, dividing, grouping, array
Models for Division
Share small quantities
Using objects, diagrams and pictorial representations to solve problems
involving sharing:
Share these 4 mice between the two cats… One for you, one for you etc.
Group small quantities
How many groups of 4 can be made with 12 stars? = 3
Example division problem in a familiar context:
There are 6 pupils on this table and there are 18 pieces of fruit to share
between us. If we share them equally, how many each will we get?
Can they work it out and give a division statement? ’18 shared between 6
people is 3 each.’
Pupils should:
 Use lots of practical apparatus
 Be taught to understand the difference between ‘grouping’ objects (How
many groups of 2 can you make?) and ‘sharing’ (Share these sweets
between 2 people.)
 Be able to count in 2s, 5s and10s
 Find half of a group of objects by sharing them into 2 equal piles
Key skills for division at Stage 1
 Solve one-step problems using division, by calculating the answer using
objects, pictorial representations, and arrays, with the teacher
 Through grouping and sharing small quantities, pupils begin to
understand, division and finding simple fractions of objects, numbers
and quantities.
 Children make connections between arrays, number patterns and
counting in 2s, 5s and 10s
If you have any questions or require further information, please contact your
child’s class teacher or myself.
With very best wishes,
Miss Fuller