Hotspur Primary School
Calculation Policy-Year 3
Addition and Subtraction
Children will continue to use empty number lines and missing number calculations with increasingly large numbers.
Children will continue to use number lines for increasingly large numbers.
Children will continue to practise partitioning larger numbers:
Children will use place value counters to explore expanded column subtraction without decomposition.
367 = 300 + 60 + 7
And will be able to add multiples of 10 and 100 to any number.
They will partition and then recombine.
Children will move on to the vertical method adding least significant digits first
using place value counters or dienes to support understanding:
Children will then progress to decomposition where they will exchange
(not borrow) a ten for ones.
L
eading to children understanding the exchange between tens and ones.
Some children may be ready for the compact method of subtraction.
6 1
72
- 47
Some children may move onto the compact method.
25
Missing number problems and subtracting 99 by subtracting 100 and
adjusting will also be explored.
Multiplication and Division
Children consolidate their knowledge of the 2, 5 and 10 timestable and
learn the 3, 4, 6 and 8 (3 and 6, 4 and 8 may be taught together using
doubling).
Children continue to consolidate understanding of relationship between multiplication and division. Children can write division sentences in relation to a multiplication fact e.g if 4 x 5 = 20, children should be able to write
Children will develop written methods of multiplication through using
place value counters and visual images.
40 ÷ 5 = 4 and 20 ÷ 4 = 5.
Children may continue to use numberlines to support learning. E.g How many
6’s are in 30? 30 ÷ 6 can be
modelled as:
Introduce the grid method for 2 by 1 digit multiplications using the tables
they are learning. Children partition the larger number and write it vertically. Then the multiply each part separately and add it together to encourage addition in columns. Start with teens and then move onto higher
multiples of 10.
3 x 14
x
10
4
Introduce division as repeated subtraction. Highlight this is the opposite to repeated addition to multiply. Start with tables they are confident with and use
vertical numberlines before a written method eg 20 ÷ 5
25 x 7
3
30
12
42
x
20
5
7
140
35
175
Children will continue to carry out missing number problems and use the
inverse.
Children will also be able to count in 50s and 100s.
The children can start to look at taking a chunk of the timestable away to make it
quicker.
They can also start to explore simple divisions with remainders.
Children will start to use related facts such as 30 x 2 = 60, 60 ÷
3 = 20, 2 = 60 ÷ 30.
They will continue to do missing number problems and will be
given the opportunity to further develop understanding of
division (sharing) to be used to find a fraction of a quantity or
measure.