Bradway Primary School
Route Through
Calculation
Foundation Stage to Year 6
Informal and Formal written methods
of calculation for:
• Addition
• Subtraction
• Multiplication
• Division
CONTENTS
page
Addition
03
Subtraction
11
Multiplication
19
Division
28
2
ADDITION
ADDITION SKILLS – BUILDING BLOCKS
•
•
•
•
•
•
•
•
•
•
To use vocabulary and symbols for addition
To understand addition as combining amounts to end up with a greater total
When counting objects, to know that the last number said is how many there are altogether
To count on, rather than counting all, when working out how many objects there are - progress to counting
on from greater number
To know that numbers can be added up in any order and the same answer will be obtained
To know the value of each digit eg 43 = 4 tens and 3 ones and is worth 40 and 3
To be able to compare numbers and the associated vocabulary eg greater/less
To be secure with place value
To add 1, 10, 100 confidently to any number (using number line or a 100 square to gain greater
understanding of the number system) and eventually calculate these mentally
To be familiar with 100 squares/number lines and how they work
The following methods are expected to be taught for each year group:
FS/Y1 – Counting objects/structured apparatus
Y1/2 - Prepared number lines/100 square
Y2/3 - Number lines
Y3/4 – Horizontal partitioning
Y4/5/6 - Standard written method
More able and less able children will have access to the methods for other year groups.
3
Addition - COMBINING SETS OF OBJECTS
Suggested year group: FS/Y1
LO: To add amounts together
Context: Objects/structured apparatus – count all
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can read the number sentence
I can circle the greater number
I can choose the right amount of objects for the greater number
I can collect the right amount of objects for the smaller number
I can push the objects together
I can count how many objects I have got altogether by moving and counting them
I know the number I finish with is the answer
I can check the answer is greater than the number I started with
I can write the answer in the number sentence
Addition - COUNTING ON FROM GREATER NUMBER
USING OBJECTS
Suggested year group: FS/Y1
LO: To add amounts together
Context: Objects/structured apparatus – counting on from the greater number
SC:
1. I can read the number sentence
2. I can circle the greater number
3. I can choose the right amount of objects for the greater number (when secure with
counting on concept, can miss out this step)
4. I can collect the right amount of objects for the smaller number
5. I can start from the greater number
6. I can count on the smaller number in 1s
7. I know the number I finish with is the answer
8. I can check the answer is greater than the number I started with
9. I can write the answer in the number sentence
4
Addition - PREPARED NUMBER LINE
Suggested year group: Y1/2
LO: To add numbers together
Context: Prepared number line
SC:
1.
2.
3.
4.
5.
6.
7.
I can read the number sentence
I can circle the greater number in the number sentence
I can find the greater number on the number line and circle it
I can say how many 1s I need to add
I can jump on the correct number of 1s (the first jump is most important)
I can say which number I land on and circle it - this is my answer
I can check to make sure my answer is reasonable and greater than the number I started
with
8. I can write the answer in the number sentence
5 + 7 = 12
1
1
1
1
1
____________________________________________
1
2
3
4
5
6
7
5
8
9
10
11 12
Addition - 100 SQUARE
Suggested year group: Y1/2
LO: To add numbers together
Context: 100 square
SC:
1.
2.
3.
4.
5.
6.
7.
I can read the number sentence
I can circle the greater number
I can partition the smaller number into chunks
I can add on the 10s
I can add on the 1s
I can circle and say the number I land on and know this is my answer
I can check to make sure my answer is reasonable and greater than the number I started
with
8. I can write the answer in the number sentence
TIP: When using interactive whiteboard for step 4 and 5, highlight jumps on 100 square
26 + 17 = 43
10
1
2
3
4
5
6
7
8
9
10
1
11
12
13
14
15
16
17
18
19
20
1
21
22
23
24
25
26
27
28
29
30
1
31
32
33
34
35
36
37
38
39
40
1
41
42
43
44
45
46
47
48
49
50
1
51
52
53
54
55
56
57
58
59
60
1
61
62
63
64
65
66
67
68
69
70
1
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99 100
6
Addition - NUMBER LINES
Suggested year group: Y2/3.
LO: To add numbers together
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
eg
I can read the number sentence
I can circle the greater number
I can partition the smaller number up into chunks
I can draw a straight line using a ruler
I can put the greater number on the left hand side of the line
I can start on the left hand side
I can jump along the line using the chunks
I can put the chunk on top of the jump (If children are confident without this step it can be
missed out)
I can write the result after adding each chunk, as I go along
I can circle the answer
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
327 + 142= 469
100
10
1
10
1
10
10
Or
100
+100
40
If a child is able to confidently jump in the standard
chunks they can then use greater chunks to make their
working more efficient.
2
+10
+10
+10
+10
+1
+1
____________________________________________________________________________________
327
427
437
447
7
457
467
468
469
Smaller numbers can be used to help children become familiar with the method – normally a mental method
would be used with smaller numbers.
eg
36
+ 23 = 59
10
1
10
1
1
Or
20
+10
3
If a child is able to confidently jump in the standard
chunks they can then use greater chunks to make their
working more efficient.
+10
+1
+1
+1
____________________________________________________________________
36
46
56
57
8
58
59
Addition – HORIZONTAL PARTITIONING
Suggested year group: Y3/4 – can be used for smaller numbers from Y2.
LO: To add numbers together
Context: Partitioning
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I can read/write the number sentence.
I can partition the numbers
I can put the headings for each column at the top
I can put the partitioned numbers into columns separated by addition signs (one digit in
one square)
I can put my main addition sign on the right hand side
I can start adding from the right hand side
I can find the total of each column
I can recombine the totals into one number
I can check to see if the answer is reasonable
I can write the answer in the number sentence
434 + 252 = 686
434
400 30 4
252
200
H
T U
400 + 30 + 4
200 + 50 + 2 +
600 + 80 + 6
50
2
Recombined = 686
384 + 252 = 636
384
252
300 + 80 + 4
200 + 50 + 2
H
T U
300 80 4
200 50 2 +
500 + 130 + 6
Recombined = 636
9
Addition - STANDARD WRITTEN METHOD
Suggested year group: Y4/5/6
LO: To add numbers together
Context: Standard written method
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can read/write the number sentence
I can put the headings for each column at the top
I can put the sum into columns (one digit in one square)
I can put my addition sign on the right hand side
I can start adding from the right hand side
I can put any carries under the next column
I can add on any carries, then cross them off
I can check to see if the answer is reasonable
I can write the answer in the number sentence
783 + 639 = 1422
H T U
783+
639
1422
1 1
371 + 256 + 339 = 966
HT U
371+
256
339
966
1 1
10
SUBTRACTION
SUBTRACTION SKILLS – BUILDING BLOCKS
•
•
•
•
•
•
•
•
To use vocabulary and symbols for subtraction
To understand subtraction as “take away” – where a number is reduced by another number and the answer
is less than what was started with. eg 5 take away 2 is 3
To understand subtraction as “difference” – where one number is bigger/less than another by the
“difference”. eg the difference between 5 and 2 is 3
To know the value of each digit eg 43 = 4 tens and 3 ones and is worth 40 and 3
To be able to compare numbers and the associated comparative vocabulary eg greater/smaller
To be secure with place value
To take away 1, 10, 100 confidently from any number – using number line or a 100 square to gain greater
understanding of the number system and eventually calculate these mentally
To be familiar with 100 squares/number lines and how they work
The following methods are expected to be taught for each year group:
FS/Y1 – counting objects/structured apparatus
Y1/2 - Prepared number lines/100 square
Y2/3 - Number lines (counting back and counting on)
Y3/4 – Horizontal partitioning
Y5/6 - Standard written method
G&T and SEN children will have access to the methods for other year groups.
11
Subtraction - OBJECTS/STRUCTURED APPARATUS
Suggested Year Group: FS/Y1
LO: To take one amount from another
Context: Objects/structured apparatus
SC:
1.
2.
3.
4.
5.
6.
7.
I can read the number sentence
I can circle the greater number
I can choose the right number of objects to show the greater number
I can take away the same number of objects as the smaller number
I can count up the number of objects left and this is my answer
I can check the answer is less than the number I started with
I can write the answer in the number sentence
Once confident with this method, can substitute physical objects/structured apparatus with
drawing dots and crossing out the number of dots that are being subtracted.
Subtraction - PREPARED NUMBER LINE
Suggested year group: Y1/2
LO: To subtract/take away one amount from another
Context: Prepared number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
I can read the number sentence
I can circle the bigger number in the number sentence
I can find the bigger number on the number line and circle it
I can say how many 1s I need to take away
I can jump back the right number of 1s
I can say which number I land on and circle it - this is my answer
I can check to make sure my answer is less than the number I started with
I can write the answer in the number sentence
12 - 5 = 7
1
1
1
1
1
____________________________________________
1
2
3
4
5
6
7
12
8
9
10 11 12 13
Subtraction - 100 SQUARE
Suggested year group: Y1/2
LO: To subtract/take away one amount from another
Context: 100 square
SC:
1.
2.
3.
4.
5.
6.
7.
I can read the number sentence
I can circle the greater number
I can partition the smaller number into chunks
I can subtract the 10s
I can subtract the 1s
I can circle and say the number I land on and know this is my answer
I can check to make sure my answer is reasonable and smaller than the number I started
with
8. I can write the answer in the number sentence
TIP: When using interactive whiteboard for step 4 and 5, jumps can be highlighted on 100 square
43 – 17 = 26
10
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
1
41
42
43
44
45
46
47
48
49
50
1
51
52
53
54
55
56
57
58
59
60
1
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99 100
1
1
1
1
13
Subtraction - NUMBER LINE COUNTING BACK
Suggested year group: Y2/3
LO: To subtract/take away one amount from another
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Eg
I can read the number sentence
I can circle the greater number
I can partition the smaller number up into chunks
I can draw a straight line using a ruler
I can put the greater number on the right hand side of the line
I can start on the right hand side
I can jump back along the line using the chunks
I can put the chunk on top of the jump (If children are confident without this step it can be
missed out)
I can write the result after subtracting each chunk, as I go along
I can circle the answer
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
467
– 132 =
100
335
10
1
10
1
10
-1
-1
-10
-10
-10
-100
____________________________________________________________________
336 337
347
357
367
467
335
14
Subtraction - NUMBER LINE COUNTING ON
To be used at the discretion of the teacher as appropriate to the needs of the pupil.
Suggested year group: Y2/3
LO: To find the difference between one amount and another
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Eg
I can read the number sentence
I can circle the greater number
I can draw a straight line using a ruler
I can put the smaller number on the left hand side of the line
I can put the greater number on the right hand side of the line
I can start at the left hand side (at the smaller number)
I can jump along the line in chunks from the smaller number until I reach the greater
number
I can put the chunk on top of the jump (If children are confident without this step it
can be missed out)
I can write the result of each jump below the number line, as I go along
I can add together the chunks I have jumped to get from the smaller number to the
greater number – this is my answer
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
301
– 276 = 25
+4
+20
+1
________________________________________________
276
280
300
301
15
Subtraction - HORIZONTAL PARTITIONING
Suggested year group: Y3/4
LO: To subtract/take away one amount from another
Context: Partitioning
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I can read/write the number sentence.
I can partition the numbers
I can put the headings for each column at the top
I can put the partitioned numbers into columns separated by addition signs (one digit in
one square)
I can put my subtraction sign on the right hand side
I can start subtracting from the right hand side
I can check to see if I need to change (e.g. T to U)
I can recombine the column answers into one number
I can check to see if the answer is reasonable
I can write the answer in the number sentence
789 – 246 = 543
789
700 + 80 + 9
246
200 + 40 + 6
H T U
700 80 9
200 40 6 500 + 40 + 3
Recombined = 543
16
552 – 348 = 204
552
348
500 + 50 + 2
300 + 40 + 8
H
T
U
40 12
500 50 2
300 40 8 200 + 0 + 4
Recombined = 204
502 – 348 = 154
502
348
500 + 00 + 2
300 + 40 + 8
H
400
T
90
100
U
12
500 00 2
300 40 8 –
100 + 50 + 4
Recombined = 154
17
Subtraction - STANDARD WRITTEN METHOD
Suggested year group: Y5/6
LO: To subtract/take away one amount from another
Context: Standard written method
SC:
1. I can read/write the number sentence
2. I can put the headings for each column at the top
3. I can put the question into columns, with the greater number on top (one digit in one
square)
4. I can put my subtraction sign on the right hand side
5. I can start subtracting from the right hand side
6. I can subtract the bottom number from the top number
7. I can check to see if I need to change (e.g. H to T; T to U)
8. I can check to see if the answer is reasonable
9. I can write the answer in the number sentence
732 – 267 = 465
HTU
1
6 2
7 3 12
2 6 7 4 6 5
800 – 378 = 422
H T U
7 9
8 10 10
3 7 8 4 2 2
18
MULTIPLICATION
MULTIPLICATION SKILLS – BUILDING BLOCKS
•
•
•
•
•
•
eg
To use vocabulary and symbols for multiplication, including “lots/sets/piles/towers of”
To know the value of each digit eg 43 = 4 tens and 3 ones and is worth 40 and 3
Recognise, from arranging arrays, that multiplication can be done in any order
Use the x and = symbol to describe and record number sentences involving multiplication
Use objects or structured apparatus to solve grouping problems
Describe an array in different ways
*
*
*
*
*
*
*
*
4x2
•
•
=
*
*
*
*
*
*
*
*
=
2x4
To be familiar with number lines and how they work
Quick recall of multiplication facts (times tables)
The following methods are expected to be taught for each year group:
FS/Y1 – Using objects/structured apparatus
Y1/2 - Arrays
Y2/3 – Number line
Y3/4/5 – Grid method
Y4/5/6 – Expanded vertical method, leading to…
Y5/6 – Contracted vertical method
G&T and SEN children will have access to the methods for other year groups.
19
Multiplication - USING VISUAL REPRESENTATION –
OBJECTS/DOTS
Suggested year group: FS/Y1/2
LO: To multiply amounts together
Context: Arrays
SC:
1.
2.
I can read the number sentence using the words “lots of” eg 3 x 4 is the same as 3 lots of 4
I can make the array using objects/dots
* * * *
* * * *
* * * *
3.
4.
5.
I can count how many there are altogether in the array.
I can check my answer is reasonable
I can write the answer in the number sentence
NB – Regularly reinforce the fact that the array (and number sentence) of 3 x 4 yields the same answers as 4 x 3.
3x4=
4x3=
* * * *
* * *
* * * *
* * *
* * * *
* * *
= 12
* * *
= 12
20
Multiplication - USING A NUMBER LINE
Suggested year group: Year 2/3
LO: To multiply numbers together
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can read/write the number sentence
I can draw an empty number line using a ruler
I can put my start number on the number line (0)
I can circle the number I am going to count up in (the number I am multiplying by)
I can count up in the number I am multiplying by and write the number of jumps as I go
Each time, I write the multiple I get to, below the number line.
After completing my jumps, I can circle the final number I get to and this is my answer.
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
16 x
1
2
3
44 = 64
4
5
6
7
8
9
10
11
12
13
14
15
16
_________________________________________________________________________________________
0
4
8
12
16
20
24
28
32
36
21
40
44
48
52
56
60
64
Using chunking to speed the process: If a child is very secure with the above method they can
then move onto using chunking with their number lines
LO: To multiply numbers together
Context: Number line by chunking
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16 x
I can read/write the number sentence
I can draw an empty number line with a ruler
I can put my start number on the number line (0)
I can circle the number I am going to count up in (the number I am multiplying by)
I can jump in the chunks of that number
I can record the chunks I have jumped in on top of the jump (If children are confident
without this step it can be missed out)
Each time, I write the multiple I get to, below the number line.
After completing my jumps, I can circle the final number I get to and this is my answer.
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
4
= 64
10x4=40
6x4=24
_______________________________________________________
0
40
64
22
Multiplication - USING THE GRID METHOD (For short and
long multiplication)
Suggested year group: Y3/4/5
LO: To multiply numbers together
Context: Grid method
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can read/write the number sentence
I can partition the numbers
I can draw the correct grid
I can put the numbers into the correct place on the grid
I can multiply the numbers together, thinking about place value
I can circle the amounts I need to add
I can add my circled numbers together
I can check to make sure my answer is reasonable
I can write the answer in the number sentence
23 x 4 = 92
23
20
4
3
4
HU
8 0
1 2+
9 2
X 20 3
4
80 12
23
36 x 43 = 1548
36
43
30 6
40 3
X
30
Th H T
1 2 0
2 4
9
1
1 5 4
6
40 1200 240
3
90
18
1
24
U
0
0
0
8 +
8
Multiplication – SHORT AND LONG MULTIPLICATION EXPANDED VERTICAL METHOD
Suggested year group: Y4/5/6
LO: To multiply numbers together
Context: expanded vertical method
SC:
1. I can read/write the number sentence
2. I can put the headings for each column at the top of my working out
3. I can put the numbers into columns (one digit in each square)
4. I can put my multiplication sign on the right hand side
5. I can start multiplying from the right hand side
6. I can put each answer below, lining up the digits correctly
7. I can write the multiplication in brackets by the side of each answer (If children are confident
without this step it can be missed out)
8. I can add all my multiplication answers up
9. I can check to see if the answer is reasonable
10. I can write the answer in the number sentence
4346 x 8 = 34 768
32 x 46 = 1472
Th H T U
4 3 4 6
8 x
4 8 (8 x 6)
3 2 0 (8 x 40)
2 4 0 0 (8 x 300)
3 2 0 0 0 (8 x 4000)
3 4 7 6 8_
Th H T U
3 2
4 6
1 2
1 8 0
8 0
1 2 0 0
1 4 7 2
25
x
(6 x 2)
(6 x 30)
(40 x 2)
(40 x 30)
Multiplication – SHORT MULTIPLICATION - CONTRACTED
VERTICAL METHOD
Suggested year group: Y5/6
LO: To multiply numbers together
Context: Contracted vertical method for short multiplication
SC:
1. I can read/write the number sentence
2. I can put the headings for each column at the top of my working out
3. I can put the numbers into columns (one digit in each square)
4. I can put my multiplication sign on the right hand side
5. I can start multiplying from the right hand side
6. I can put any carries under the next column
7. Each time I multiply, I can add any carries and then cross them out
8. I can check to see if the answer is reasonable
9. I can write the answer in the number sentence
423 x 6 = 2 538
Th H T U
4 2 3
6
2 5 3 8
1
x
1
26
Multiplication – LONG MULTIPLICATION - CONTRACTED
VERTICAL METHOD
Suggested year group: Y5/6
LO: To multiply numbers together
Context: Contracted vertical method for long multiplication
SC:
1. I can read/write the number sentence
2. I can put the headings for each column at the top of my working out
3. I can put the numbers into columns (one digit in each square)
4. I can put my multiplication sign on the right hand side
5. I can start multiplying from the right hand side
6. I can put any carries under the next column
7. Each time I multiply, I can add any carries and then cross them out
8. When I’m multiplying by ten, I can use a ‘0’ place holder
9. I can put any carries under the next column
10. Each time I multiply, I can add any carries and then cross them out
11. I can add the two parts of my answer together
12. I can check to see if the answer is reasonable
13. I can write the answer in the number sentence
78 x 56 = 4368
Th H T U
7 8
5 6
4 6 8
4
x
4
3 9 0 0
3
4
4 3 6 8
1
27
DIVISION
DIVISION SKILLS – BUILDING BLOCKS
•
•
•
•
•
•
To use vocabulary and symbols for division
To know the value of each digit eg 43 = 4 tens and 3 ones and is worth 40 and 3
Use counting to solve sharing problems eg share 6 sweets between 3 children
Use objects or structured apparatus to solve grouping/sharing problems
Use grouping to solve division problems eg 9 ÷ 3 is same as, ‘How many 3s in 9?’
To be familiar with number lines and how they work
The following methods are expected to be taught for each year group:
FS/Y1 – Using objects/structured apparatus
Y1 – Division by sharing – start to use number line
Y2/3 – Division using a number line
Y3/4 – Division using a number line – chunking to speed the process
Y5/6 – Division using chunking method – (lamp post)
G&T and SEN children will have access to the methods for other year groups.
28
Division - DIVISION BY SHARING
Suggested year group: FS/Y1/Y2
LO:
To divide an amount by a number
Context: Objects/structured apparatus
SC:
1. I can read the number sentence
2. I can identify the second number and know this is how many I am sharing by.
3. I can share out the first amount between the number I am sharing by
• I can draw circles for the number I am sharing by
• I can use dots/objects/apparatus to help
4. I can count the number in each circle and know that this is the answer
5. I can check to make sure the answer is reasonable
6. I can write the answer in the number sentence
eg
12 ÷ 3 = 4
* *
* *
4
* * 4
* * 4
* *
* *
29
Division – DIVISION BY GROUPING - USING A NUMBER LINE
Suggested year group: Y2/3
LO: To divide one number by another
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I can read/write the number sentence
I can draw an empty number line using a ruler
I can put my start number on the number line (0)
I can put the number I am dividing into on the end of the number line
I can circle the number I am going to count up in (the number I am dividing by)
I can count up in the number I am dividing by, writing the jumps as I go
Each time, I write the number I land on below the line
I can count how many jumps I have made to find the answer
I can check to make sure my answer is reasonable
I can write my answer in the number sentence
56 ÷
1x4
2x4
3x4
44 = 14
4x4
5x4
6x4
7x4
8x4
9x4
10x4
11x4
12x4
13x4
14x4
______________________________________________________________________________
0
4
8
12
16
20
24
28
32
36
30
40
44
48
52
56
Remainders
LO: To divide one number by another, including remainders
Context: Number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I can read/write the number sentence
I can draw an empty number line using a ruler
I can put my start number(0) on the left hand side of the number line
I can put the number I am dividing into on the end of the number line
I can circle the number I am going to count up in (the number I am dividing by)
I can count up in the number I am dividing by, writing the jumps as I go
Each time, I write the number I land on below the line
I can recognise if I can’t make another whole jump
I can draw in my part jump and write on the remainder (the number left over is my remainder)
I can count how many jumps I have made to find the answer
I can check to make sure my answer is reasonable
I can write the answer in the number sentence (don’t forget the remainder)
59 ÷ 4 = 14 r 3
1x4
2x4
3x4
4x4
5x4
6x4
7x4
8x4
9x4
10x4
11x4
12x4
13x4
14x4
r3
__________________________________________________________________________________
0
4
8
12
16
20
24
28
32
36
31
40
44
48
52
56
59
Using chunking to speed the process: If a child is very secure with the above method they can
then move onto using chunking with their number lines
Suggested year group: Y3/4
LO: To divide one number by another
Context: Chunking on a number line
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
I can read/write the number sentence
I can draw an empty number line using a ruler
I can put my start number (0) on the number line
I can put the number I am dividing into on the end of the number line
I can circle the number I am going to count up in (the number I am dividing by)
I can jump in chunks of that number, writing the jumps as I go
Each time, I write the number I land on below the line
I can underline the chunks I have jumped in
I can add together my underlined numbers to find my answer
I can check to make sure my answer is reasonable
I can write the answer in the number sentence (don’t forget the remainder if there is one)
56 ÷ 4
= 14
10x4=40
2x4=8
2x4=8
__________________________________________________________________
0
40
48
32
56
Division - USING THE VERTICAL CHUNKING METHOD
Suggested year group: Y5/6
LO: To divide one number by another
Context: Division using chunking method
SC:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I can read/write the number sentence
I can draw my lamp post with a ruler.
I can put the headings for each column at the top of my working out
I can write the numbers in the correct places.
I can choose chunks to multiply by the divisor
I can subtract the answer from the number I am dividing into
I can repeat this process until I can not subtract any more
I can add together the chunks of the divisor to find my answer
I can check if there is a remainder
I can check to make sure my answer is reasonable
I can put my answer on top of the lamp post.
I can write the answer in the number sentence
879 ÷ 4 = 219 r3
HTU
2 1 9 r3
4 ) 8 7 9400
100 x 4
4 7 9400
100 x 4
7 940
10 x 4
3 920
5x4
1 98
2x4
1
1 18
2x4
3
33
677 ÷ 14 = 48 r5
H TU
4 8 r5
5 1
14 ) 6 7 72 80
3 9 7280
1 11 770
3 1
4 72 8
1 91 4
5
20 X 14
20 X 14
5 x 14
2 x 14
1 x 14
34