Welcome to the Key Stage 1
curriculum evening for Maths.
Whilst you are waiting, see if you can have a go at
this maths problem. Please work with a friend if you
would like to!
How many different ways can you make the number
12?
You can use any of the four operations
+ - × or ÷
Aims
•To share our revised calculation policy.
•To explain how we teach children
written methods for each of the four
calculations in Key Stage 1.
•To get you doing some maths!
•To answer any questions you may still
have.
Calculating
• Children will learn to recognise the symbols and
vocabulary associated with all four operations.
• They will become familiar with the term ‘Number
sentence’. This is any written calculation, such as:
17 + 2 =
• They will be expected to complete a number
sentence using written methods and giving the
answer.
17 + 2 = 19
Word Problems
• Across all areas of calculation, the children will
learn to unpick and solve word problems.
• We encourage children to highlight the key
information in order to create a number sentence
that they can then go on to solve. They need to
look out for the numbers and the vocabulary that
will help them identify which operation they need
to use to calculate the answer.
Example:
There were 5 apples on the tree and 3 on the ground.
How many apples were there in total?
Addition
Vocabulary:
Add,
Addition,
More,
Plus,
Altogether,
Total,
More than,
Equal to
Most,
Least,
Put together,
Sum.
EYFS
•In Reception, children take part in a wide range of fun activities
indoors and outdoors to enable them to become secure in counting
and number recognition.
•They will then learn about the concept of addition as combining two
groups to find the total.
•They learn through practical activities using real life and counting
objects and links are made to the topic.
Example:
How many aliens landed on the moon?
+
=
Recorded as 6 + 3 = 9
•Children will begin by recording their number sentences as pictures
or symbols.
Children then move on to using a labelled number line.
Example:
1
4+3=7
2
3
4
5
6
7
8
9
10
Steps to Success
• Children will find it useful to highlight their starting position and
then again at their ending position.
• As the children become more secure with this method, we
encourage them to always start from the biggest number.
• The children need to understand that addition can be done in any
order to be able to do this.
Year 1
•Children continue to use counting objects such as
‘Base 10’
17 + 8 = 25
+
=
•They will also use a labelled number line to count
on initially.
•Children are then taught to use an empty
number line.
•Children must be able to count on from a given
number.
Example:
13 + 5 =
+1
13
+1
14
+1
15
+1
16
+1
17
18
When children are secure in using this method they can begin to use
known number facts to count on using more efficient jumps. For
example they may use jumps of 10.
Example:
32 + 15 =
+10
32
+5
42
Steps to Success
•
•
•
•
•
Draw a number line with a ruler
Put the biggest number first
Use jumps to count on
Label the jumps
Write the answer!
47
Can you draw a number line to solve this number
sentence?
Work with a buddy if you wish!
52 + 13 = 65
+3
+10
52
62
65
Year 2
Partitioning
• In year 2 the children will begin to work with larger numbers. They
will then need to use partitioning, because the number line becomes
inefficient.
• Partitioning means separating digits.
• This method helps to break a calculation into easier chunks.
Example: 35 + 23 = 58
30 + 20 = 50
5 + 3 = 8
50 + 8 = 58
Children may choose to put the largest number first and only
partition the other remaining number.
Example: 35 + 23 = 58
35 + 20 = 55
55 + 3 = 8
Expanded Column Method
• Children need to be secure in their understanding of place value
and can therefore recognise the value of each digit in any number.
•They will use place value headings.
•This is a formal written method.
Example:
84 + 67 = 151
T U
8 4
+6 7
U
1 1
T 1 4 0
1 5 1
Helpful Hint
Children find it easier to recognise the place value of a digit if they
use squared paper and write one digit in each square.
This helps them to line up the Hundreds, Tens and Units.
342 + 235 =
+
U
T
H
H T U
34 2
23 5
7
7 0
50 0
5 7 7
Efficient Column Method
• Children who are confident may begin to use the efficient
column method which they will continue to use in Year 3. This is
where, if the total of the column is ten or greater we teach the
children to carry into the next column.
You will probably be familiar with this one! 
Example:
157 + 169 =
H T U
1 5 7
1 6 9
3
2
1
1
6
Subtraction
Vocabulary:
Take away,
Subtract,
Less,
Less than,
Find the difference between,
How many left?
EYFS
•Children learn the concept of subtraction as taking a number of
objects away from a set.
•They will use practical activities and real life situations.
•Children will learn to read the take away number sentence and to
count out the total number of counters before taking some away to
find how many are left.
Example:
7-3=4
•Children will then move on to counting back on a labelled
number line.
Example:
4
5
12 - 5 = 7
6
7
8
9
10
11
12
13
Steps to Success
• Children need to remember that their first jump is onto the
next number.
• Again, children will benefit from highlighting the number they
start from and the number they end on (the answer).
Year 1
•Initially, children will continue to use the methods taught in the
foundation stage.
•When they are secure in counting backwards and saying the
number names in order backwards, they can begin to use an
empty number line.
Example:
22 – 4 =
‐1
18
‐1
19
‐1
20
‐1
21
22
Steps to Success
•
•
•
•
•
Draw a number line with a ruler
Start at the end of the number line (working right to left)
Use jumps to count back
Label the jumps
Write the answer!
•As with the addition calculations, the children can move on to
using more efficient jumps when they are secure in this method.
•They will begin by taking away teen numbers from a two digit
number, taking away the ten first, then counting back in ones or
using their number bonds.
Example:
67 – 12 = 55
-2
55
57
-10
67
Year 2
Partitioning
• Children will also learn to use partitioning to subtract two digit
numbers from each other.
Example:
66 - 23 = 43
66 – 20 = 46
46 – 3 = 43
• The next step is to take away using the column method.
• Children will learn this method initially using numbers where they
will not need to exchange.
Example:
78 – 32 =
78
-32
46
...moving on to the efficient column method, where they will need to
exchange.
Example:
541 - 269 =
H
5
-2
2
4
13
T
U
4
6
7
1
9
2
1
Multiplication
Vocabulary:
Groups of,
Lots of,
Repeated addition,
Doubling
Multiplication,
Multiple,
Times,
Add,
Array,
Inverse.
EYFS
•Children are taught to double.
•They will learn that doubling means adding the same number.
•They may also begin to count in 2s, 5s and 10s.
•Again they will do this through practical activities.
Example:
There were 3 spiders and the witch made a potion to double them.
3+3 = 6
+
Year 1
• Children will continue to learn doubling facts.
•They will be introduced to the multiplication symbol.
•Children will begin to solve multiplication number sentences using
repeated addition, by counting on in repeated jumps of equal value
using a labelled number line and using counting equipment.
Example:
3 x 2 = or 2 x 3 =
0
2
4
6
•Children will also learn to write the equivalent repeated addition
number sentence in order to help them solve multiplication problems.
3x2=
...is the same as 2 + 2 + 2 =
Example:
•Progressing on, the children will then learn to recognise and
use arrays as a method for solving multiplication problems.
•Arrays are useful in enabling the children to recognise that
multiplication can be calculated in any order.
Example:
5 x 3 = 15
or 3 x 5 = 15
5
5 lots of 3
or 3 lots of 5.
3
Your turn!
Please draw an array to solve the number sentence:
3x7=
Year 2
• The next stage is to use an empty number line again.
•Children can use counting equipment if they need to do so at first as
they need to be secure in counting on in ‘lots of’
Your turn.
Draw an empty number line and use
it to solve:
3x6=
Steps to Success
•
•
•
•
•
Draw a number line with a ruler.
Remember multiplication can be solved in any order.
Children may find it easier to use the larger number as the jump.
Start from 0 and count on in repeated jumps.
Check you have done the correct number of jumps!
Draw an empty number line and use
it to solve:
3 x 6 = 18
0
+6
+6
1 lot
2 lots
6
+6
3 lots
12
18
When children are secure in these methods, they have a good
understanding of their times tables and can recall facts from memory,
they can progress on to using partitioning.
This will enable them to solve any multiplication problem and leads
on to the grid method.
Example:
16 x 3 =
10 x 3 = 30
6 x 3 = 18
30 + 18 = 48
Multiplication Facts
• Rapid recall of multiplication facts is essential for children to be
able to solve multiplication problems efficiently.
• By the end of Key Stage 1, children are expected to be able to:
- Recall all doubles to 20,
- Count on in 2s, 3s, 5s and 10s
- Be fluent in recalling times table facts for the 2, 5 and 10 times
table up to 12 x.
...and finally...
Division
Vocabulary:
Array,
Share,
Inverse,
Group,
Repeated subtraction.
Halve,
Divide,
Division,
Lots of,
Counting on/back,
EYFS
•Children are taught to share a set of objects equally.
•They will learn that by sharing equally between two, each person
has half of the set.
•Some children will begin to be able to recall halving facts from
memory.
Example:
Can you share the Smarties out equally between the 4 people in
your group so that it is fair?
Year 1
•Children will begin by solving division problems practically using
physical resources, such as counters or real life objects.
Example:
How many sweets will there be in each bag if I share 15 sweets
between 3 bags?
• Children will learn to recognise the division symbol and will be able
to write the number sentence to match the problem.
Eg. 15
÷3=5
is the same as 3 lots of 5
•Children will then be taught to solve division problems as repeated
subtraction and they will recognise that division can be done in any
order.
•They will use a labelled number line initially.
•They will need to be secure in counting back.
Example:
18 ÷ 6 = 3
So, 18 is the same as 3 lots of 6
This is no longer sharing, we are now thinking about how many
‘lots of’ there are in a number (or chunking).
Year 2
•Children will learn to record grouping in order to solve division
problems. This is similar to using an array for multiplication.
Example:
20 ÷ 4 = 5
This is no longer sharing, we are now thinking about how many
‘lots of’ (or chunking)
•They will then progress on to using an empty number line to solve
the division problem as repeated subtraction.
•Children need to be confident counting backwards in order to be
able to do this successfully.
21 ÷ 7 = 3
Example:
0
-7
-7
3 lots
2 lots
7
-7
1 lot
14
21
Steps to Success
• Draw a number line with a ruler.
• Remember to start from the end of the number line with
the number your are dividing.
•Count back in repeated jumps.
•Label the jumps.
•Keep jumping back until you get to zero!
•Now count how many jumps you did and write this number
as the answer.
Draw a number line to solve the problem:
24 ÷ 8 =
When children are secure with this method, they will begin to solve
problems involving remainders.
Draw a number line to solve the problem:
24 ÷ 8 =
-8
-8
3 lots
0
-8
1 lot
2 lots
8
16
24
Any Questions?
Things that you can do at home to help your children
•Practise rapid recall of number facts and mental calculations.
•There are lots of very good websites which can be used to help
children to develop quick mental maths strategies.
•Play board/card games involving counting on and back.
•Encourage children to use their calculation skills in real life
situations to make it meaningful for them.
•Eg: sharing sweets out, working out how many of something you
will need for a party if you want each guest to have 2 each, adding
up the shopping as you go along, can they work out how many
apples will be left in the bowl if they eat one every day for lunch...
•Keep it fun! 
Thank you for listening!
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you could complete the
feedback form before you
leave, so that we can
continue to improve.