Calculation Policy
Calculations Year 2
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 2
Manipulatives
Straws, Numicon, Dienes, Number lines, Bead Strings, 100 squares
Language
addition, more, plus, and, make, altogether, total, double, near double, equals
most, count on and number line, number bonds/pairs/facts, is the same as,
missing number, tens boundary, tens, units, column
one more, two more… ten more…one hundred more
How many more to make…?
How many more is … than … ?
How much more is… ?
Add 2-digit numbers
Developing mental fluency with addition and place value involving 2-digit
number, then establish more formal written methods.
To support understanding, pupils may physically make and carry out the
calculation with Dienes base 10 apparatus and compare their practical version
to the written form, to help them build an understanding of it.
Key skills for addition at Stage 2
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Add a 2-digit number and ones (e.g 27+6)
Add a 2-digit number and tens (e.g 23 + 40)
Add pairs of 2-digit numbers (e.g 34 +23)
Add three single digit numbers (e.g 5+9+7)
Show that adding can be done in any order
Recall bonds to 20 and bonds of 10s to 100 (e.g 70+30 etc)
Count in steps of 2, 3 and 5 and count in 10s from any number
Understand the place value of 2 digit numbers (tens and ones)
Compare and order numbers to 100 using < >
Read and write numbers to at least 100 in numerals and words
 Solve problems with addition, using concrete objects, pictorial
representations, involving numbers, quantities and measures and
applying mental and written methods
Subtraction – Stage 2
Manipulatives
Number lines, bead strings, Dienes, straws, hundred squares, place value grids
Language
take away, difference between
How many are left/left over?
How many have gone?
One less, two less, ten less…100 less
How many fewer is … than …?
How much less is … ?
Half, halve, subtract, equals, is the same as, missing number, number
bonds/pairs/facts, tens boundary, minus, leaves, count back, partition, tens,
units
Subtract with 2-digit numbers
Subtract using Dienes on a grid
Tens
Units
Learn to exchange one ten for 10 units
Tens
Units
Subtract on a number line by counting back, aiming to develop mental
subtraction skills.
This strategy will be used for:
 2-digit numbers subtract units (by taking away/counting back) e.g 36-7
 2-digit numbers subtract tens (by taking away/counting back) e.g 48-30
 Subtracting pairs of 2-digit numbers (see below)
Mental strategy – subtract numbers close together by counting on:
Start with the
smaller number
and count on to
the largest.
Many mental methods are taught, children
are taught to recognise that when numbers
are close together, it is more efficient to
count on the difference. They need to be
clear of the relationship between addition
and subtraction.
Key skills for subtraction in Stage 2
 Recognise the place value of each digit in a two-digit number
 Recall and use subtraction facts to 20 fluently, and derive and use
related facts up to 100
 Subtract using concrete objects, pictorial representations, 100 squares
and mentally, including: a two-digit number and ones, a two-digit
number and tens and two two-digit numbers.
 Show that subtraction from one number to another cannot be done in
any order
 Recognise and use inverse relationships between addition and
subtraction, using this to double check calculations and missing number
problems
 Solve simple addition and subtraction problems including measures
 Read and write number to at least 100 in numerals and words.
Multiplication – Stage 2
Manipulatives
Concrete objects, bead strings, number lines
Language
Counting in 2s, same, doubling, equally, how many? number patterns, groups,
multiplication, multiply, multiplied by, multiple, grouping, array, groups of,
times, once, twice, three times….ten times, repeated addition, one each, two
each, three each…ten each, row, column, multiplication table, multiplication
fact.
Multiply using arrays and repeated addition (using at least 2s, 5s and 10s)
Use of fingers:
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.
Use arrays:
5x3= 5+5+5 = 15
3x5 =15
3x5 = 3+3+3+3+3 = 15
5x3 =15
Use arrays to help teach children to understand the commutative law of
multiplication, and give children examples such as 3 x ____ = 6.
Use practical apparatus:
The commutativity of multiplication
Arrays help children understand the commutative law
2x5=5x2
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The Key skills for multiplication at Stage 2
 Count in steps of 2, 3 and 5 from zero, and in 10s from any number
 Recall and use multiplication facts from the 2, 5 and 10 multiplication
tables, including recognising odds and evens.
 Write and calculate number sentences using the x and = signs
 Show that multiplication can be done in any order (commutative)
 Solve a range of problems involving multiplication, using concrete
objects, arrays, repeated addition, mental methods and multiplication
facts
 Pupils use a variety of language to discuss and describe multiplication
Division – Stage 2
Manipulatives
Bead strings, Concrete objects, Number lines, arrays, Dienes
Language
Sharing, halving, number patterns, division, dividing, grouping, array, groups
of, equal groups of, divide, divided by, divided into, share equally, left, left
over, one each, two each, three each… ten each, group in pairs, threes … tens,
division fact
Group and share, using the ÷ and = signs
Use objects, arrays, diagrams and pictorial representations and grouping on a
number line.
Arrays
Children understand the commutative law does not work for division but
understand how division relates to multiplication
This represents how many groups of 3 in 12?
12 ÷ 4 = 3
Key skills for division at Stage 2
 Count in steps of 2,3 and 5 from 0
 Recall and use multiplication and division facts for the 2,5 and 10
multiplication tables, including odd and even numbers
 Calculate mathematical statements for multiplication and division within
the multiplication tables and write them using x, ÷ and = signs
 Show that multiplication can be done in any order but division cannot
 Solve problems involving multiplication and division, using materials,
arrays, repeated addition, metal methods and multiplication and division
facts, including problems in context.