Eckington C of E First School – Calculation Policy
Year
Group
New Curriculum – Statutory
guidance
Rec


Numbers: children count reliably
with numbers from 1 to 20, place
them in order and say which
number is one more or one less
than a given number. Using
quantities and objects, they add
and subtract two single-digit
numbers and count on or back to
find the answer. They solve
problems, including doubling,
halving and sharing.
Addition Calculation
Subtraction Calculation
Concrete:
Concrete:
Pictorial:
Pictorial:
Vocab: put together, add,
altogether, total, take away, more
than and less than, equal to,
equals, double, most, count on,
Bead strings can be used to illustrate addition
numberline, leaves, least
8+2=10
They use numberlines and practical resources to
support calculation and teachers demonstrate the
use of the numberline.
Bead strings - including bridging through ten by
counting back 3 then counting back 2.
6–2=4
Abstract:
1
Eckington C of E First School – Calculation Policy
Year
1
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read, write and interpret
mathematical statements
involving addition (+), subtraction
(-) and equals (=) signs
Pupils memorise and reason with
number bonds to 10 and 20 in
several forms (e.g. 9 + 7 = 16; 16
- 7 = 9; 7 = 16 - 9). They should
realise the effect of adding or
subtracting zero.
represent and use number bonds
and related subtraction facts
within 20
add and subtract one-digit and
two-digit numbers to 20,
including zero
solve one-step problems that
involve addition and subtraction,
using concrete objects and
pictorial representations, and
missing number problems such
as 7 = ? - 9.
Vocab: put together, add,
altogether, total, take away,
distance between, how many
more than and less than, plus,
equal to, equals, double, most,
count on/back, numberline,
minus, find the difference
Stage 1: Models and Images
Stage 1: Models and Images
Bead strings - including bridging through ten by
counting on 2 then counting on 3.
2
Eckington C of E First School – Calculation Policy
Stage 2: The Blank Number Line
Steps in addition can be recorded on a number
line. The steps often bridge through a multiple
of 10.
8 + 7 = 15
(numicon - use subtraction covers)
Missing numbers/use of = sign:
3+4=6+1
3+□=8
Bead strings - including bridging through ten by
counting back 3 then counting back 2.
13-5=8
Stage 2: The Blank Number Line
15 – 7 = 8
3
Eckington C of E First School – Calculation Policy
Year
2
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solve problems with addition and
subtraction:
using concrete objects and
pictorial representations,
including those involving
numbers, quantities and
measures
applying their increasing
knowledge of mental and written
methods
recall and use addition and
subtraction facts to 20 fluently,
and derive and use related facts
up to 100
Pupils practise addition and
subtraction to 20 to become
increasingly fluent in deriving
facts such as using 3 + 7 = 10,
10 - 7 = 3 and 7 = 10 - 3 to
calculate 30 + 70 = 100, 100 - 70
= 30 and 70 = 100 - 30.
add and subtract numbers using
concrete objects, pictorial
representations, and mentally,
including:
a two-digit number and ones
a two-digit number and tens
two two-digit numbers
adding three one-digit numbers
show that addition of two
numbers can be done in any
order (commutative) and
subtraction of one number from
another cannot
They check their calculations,
including by adding to check
subtraction and adding numbers
Stage 2: The Blank Number Line
Stage 2: The Blank Number Line / counting back
74 – 27 = 47
48 + 36 = 84
The steps may be recorded in a different order:
or:
*largest
number first
on no. line
Stage 3: Partitioning
Record steps in addition using partitioning:
76 + 46
Add on the tens
76 + 40 = 116
*start with whole number
Add the units
116 + 7 = 123
Recording addition and subtraction in
columns supports place value and prepares
for formal written methods with larger
numbers:
or combined:
Stage 2: The Blank Number Line / Counting Up
74 – 27 = 47
Start with the number you are subtracting (27) &
count up to the number at the start (74)
Remember to circle the counts.
or:
We counted on 3 to get to 30, how many more do
we need to count on to get to 74?
4
Eckington C of E First School – Calculation Policy
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
Year
3

in a different order to check
addition (e.g. 5 + 2 + 1 = 1 + 5 +
2 = 1 + 2 + 5). This establishes
commutativity and associativity
of addition.
recognise and use the inverse
relationship between addition
and subtraction and use this to
check calculations and missing
number problems.
Pupils extend their
understanding of the language of
addition to include sum(+), tens,
ones, partition.
add and subtract numbers
mentally, including:
a three-digit number and ones
a three-digit number and tens
a three-digit number and hundreds
For mental calculations with two-digit
numbers, the answers could exceed
100
 add and subtract numbers with
up to three digits, using formal
written methods of columnar
Missing numbers/use of = sign:
4 × 5 = 10 □ 10
6 □ 5 = 15 + 15
Stage 3: Partitioning
Subtraction can be recorded using partitioning:
74 – 27 =
FIRST SUBTRACT THE TENS:
74 – 20 = 54
*start with whole number
THEN SUBTRACT UNITS:
54 – 7 = 47
This requires children to subtract a single-digit
number or a multiple of 10 from a two-digit number
mentally. The method of recording links to counting
back on the number line.
Stage 3: Revisit partitioning. (As above)
Stage 3: Revisit partitioning. (As above)
Stage 4: Expanded Vertical Method
Write the numbers in columns.
Stage 4: Expanded Vertical Method and Compact
Vertical Method
5
Eckington C of E First School – Calculation Policy
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
addition and subtraction
estimate the answer to a
calculation and use inverse
operations to check answers
solve problems, including
missing number problems, using
number facts, place value, and
more complex addition and
subtraction.
*ALWAYS ADD LEAST SIGNIFICANT DIGITS
FIRST WHEN WORKING VERTICALLY
Partitioned numbers are then written under one
another. Adding the units first: 67 + 24:
+
60
&
7
20
&
4
90
&
3
=93
10
Stage 5: Compact Vertical Method
47
 76
123
258
 87
345
366
 458
824
11
11
11
*exchanging under the bottom line
Partitioned numbers are then written under one
another:
Example: 74 − 27
70  4
 20  7
60
6 14
14
70  4
 20  7
40  7
7 4
27
4 7
Example: 741 − 367
700  40  1
 300  60  7
600
130
11
700  40  1
 300  60  7
300  70  4
6 13 11
7 41
 3 67
3 74
* EXCHANGE not borrow.
*adding money where only 1 exchange is required
6
Eckington C of E First School – Calculation Policy
Year
4
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Year
5
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add and subtract numbers with
up to 4 digits using the formal
written methods of columnar
addition and subtraction where
appropriate
estimate and use inverse
operations to check answers to a
calculation
solve addition and subtraction
two-step problems in contexts,
deciding which operations and
methods to use and why.
Stage 4: Expanded Vertical Method (as above)
and Compact Vertical Method
add and subtract whole numbers
with more than 4 digits, including
using formal written methods
(columnar addition and
subtraction)
add and subtract numbers
mentally with increasingly large
numbers
practise mental calculations with
increasingly large numbers to aid
fluency (e.g. 12 462 – 2 300 = 10
162).
use rounding to check answers
to calculations and determine, in
Stage 5: Compact Vertical Method
1432
+2157
3589
Missing operation sign questions:
6 □ 5 = 20 □ 10
8 □ 5 = 20 □ 20
8 □ 5 = 60 □ 20
Stage 4: Expanded Vertical Method and Compact
Vertical Method
Example: 563 − 271, adjustment from the
hundreds to the tens, or partitioning the hundreds
500  60  3
 200  70  1
400  160  3
 200  70  1
200  90  2
400
160
500  60  3
 200  70  1
200  90  2
4 16
5 63
 2 71
2 92
Begin by reading aloud the number from which we
are subtracting: ‘five hundred and sixty-three’. Then
discuss the hundreds, tens and units components of
the number, and how 500 + 60 can be partitioned
into 400 + 160. The subtraction of the tens becomes
‘160 minus 70’, an application of subtraction of
multiples of ten.
Stage 5: Compact Vertical Method
7
Eckington C of E First School – Calculation Policy
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Year
6
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the context of a problem, levels
of accuracy
solve addition and subtraction
multi-step problems in contexts,
deciding which operations and
methods to use and why.
perform mental calculations,
(mixed operations & large nos).
use knowledge of the order of
operations to carry out
calculations involving the 4 ops
Explore the order of operations
using brackets; for example, 2 +
1 x 3 = 5 and (2 + 1) x 3 = 9.
solve addition and subtraction
multi-step problems in contexts,
deciding which operations and
methods to use and why
solve problems involving all
operations
use estimation to check answers
to calculations and determine, in
the context of a problem, levels
of accuracy

round
answers to a
specified degree of
accuracy, e.g. to the
nearest 10, 20, 50
etc, but not to a
specified number of
significant figures.
8
Eckington C of E First School – Calculation Policy
Yr
Group
New Curriculum – Statutory
guidance
REC

Multiplication Calculation
They solve problems, including
doubling, halving and sharing.
Vocab: put together, add, altogether,
total, take away, more than and less
than, equal to, equals, double, most,
count on, numberline, leaves, least
9
Eckington C of E First School – Calculation Policy
Year
1



solve one-step problems
involving multiplication and
division, by calculating the
answer using concrete objects,
pictorial representations and
arrays with the support of the
teacher.
Through grouping and sharing
small quantities, pupils begin to
understand: multiplication and
division; doubling numbers and
quantities; and finding simple
fractions of objects, numbers and
quantities. They make
connections between arrays,
number patterns, and counting in
twos, fives and tens
Vocab: groups of, lots of, times,
array, altogether, multiply, count,
repeated addition
Stage 1: Models and Images
10
Eckington C of E First School – Calculation Policy
Year
2
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recall & use x & ÷ facts for
the 2/ 5/10 multiplication
tables, including recognising
odd/even nos
Practise to become fluent in
the 2, 5 and 10 x tables&
connect them to each other.
Connect the 10 x table to
place value, and the 5 x table
to the divisions on the clock
face. Begin to use & recall
other x tables, including using
related division facts to
perform written and mental
calculations.
calculate mathematical
statements & write them using
the multiplication (×), division
(÷) and equals (=) signs
show that multiplication of two
numbers can be done in any
order and division of one
number by another cannot
solve problems involving x &
÷, using materials, arrays,
repeated addition, mental
methods, and x & ÷ facts,
including probs in contexts.
relate to grouping and sharing
discrete and continuous
quantities, and relating these
to fractions and measures
(e.g. 40 ÷ 2 = 20, 20 is a half
of 40). Use inverse relations to
develop multiplicative
reasoning (e.g. 4 × 5 = 20 and
20 ÷ 5 = 4).
Stage 2:Repeated addition and arrays
*Jot down and record multiples.
*Use 100 sq to colour multiples.
Identify ‘fact families’ 3 x 5 = 5 x 3
Partitioning
Children need to be secure with partitioning numbers into tens and ones
Eg double 12
X
2
10
20
2
4
=24
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Eckington C of E First School – Calculation Policy
12
Eckington C of E First School – Calculation Policy
Year
3
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recall and use x & ÷ for the 3,
4 and 8 multiplication tables
Through doubling, they
connect the 2, 4 and 8
multiplication tables.
write and calculate
mathematical statements for x
& ÷ using the multiplication
tables that they know,
including for 2-digit numbers
times 1-digit numbers, using
mental and progressing to
formal written methods
Develop efficient mental
methods - using commutativity
(e.g. 4 × 12 × 5 = 4 × 5 × 12 =
20 × 12 = 240) and x & ÷
facts (e.g. using 3 × 2 = 6, 6 ÷
3 = 2 and 2 = 6 ÷ 3) to derive
related facts (30 × 2 = 60, 60 ÷
3 = 20 and 20 = 60 ÷ 3).
solve problems, including
missing number problems,
involving x & ÷ , including
positive integer scaling
problems and correspondence
problems in which n objects
are connected to m objects.
decide which of the four
operations to use and why,
including measuring and
scaling contexts, (e.g. 3 hats
and 4 coats, how many
different outfits?; 12 sweets
shared equally between 4
children; 4 cakes shared
equally between 8 children).
Stage 3: Mental multiplication using partitioning.
Pupils develop efficient mental methods,
Also record mental multiplication using partitioning:
43 x 6 =
40 x 6 = 240 (4 x 6 = 24)
3 x 6 = 18
240 + 18 = 258
Stage 4: Introduce Grid method:
38 7 = (30 × 7) + (8 × 7) = 210 + 56 = 266
*2 digit number vertically so easier to add up
columns
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Eckington C of E First School – Calculation Policy
14
Eckington C of E First School – Calculation Policy
Year
4
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Recall x & ÷ facts for tables
up to 12 × 12
use place value, known and
derived facts to x & ÷
mentally, including: multiplying
by 0 and 1; dividing by 1;
multiplying together three
numbers
extend this to three-digit
numbers to derive facts, for
example 200 × 3 = 600 into
600 ÷ 3 = 200
recognise and use factor pairs
and commutativity in mental
calculations
multiply 2/3 digit numbers by a
1-digit number using formal
written layout; short
multiplication
solve problems involving x &
+, including using the
distributive law to x 2-digit
numbers by 1 digit, integer
scaling problems and harder
correspondence problems
such as n objects are
connected to m objects.
Write statements about the
equality of expressions (e.g.
use the distributive law 39 × 7
= 30 × 7 + 9 × 7 and
associative law (2 × 3) × 4 = 2
× (3 × 4)). Combine their
knowledge of numberfacts and
rules of arithmetic to solve
mental and written
calculations e.g. 2 x 6 x 5 = 10
Stage 4: Grid method as above:
 larger number vertically so easier to add up columns
Stage 5: Compact vertical method
38
 7
266
5


Make sure it goes underneath
Cross through when used.
15
Eckington C of E First School – Calculation Policy

Year
5
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x 6.
solve two-step problems in
contexts, choosing the
appropriate operation, working
with increasingly harder
numbers. This should include
correspondence questions
such as the numbers of
choices of a meal on a menu,
or three cakes shared equally
between 10 children.
identify multiples and factors,
including finding all factor
pairs of a number, and
common factors of two
numbers
solve problems involving
multiplication and division
where larger numbers are
used by decomposing them
into their factors
know and use the vocabulary
of prime numbers, prime
factors and composite (nonprime) numbers
establish whether a number
up to 100 is prime and recall
prime numbers up to 19
multiply numbers up to 4 digits
by a 1/2 digit number using a
formal written method,
including long multiplication for
two-digit numbers
x & ÷ numbers mentally
drawing upon known facts
x & ÷ whole numbers and
those involving decimals by
TU X TU
56 × 27 is approximately 60 × 30 = 1800.
HTU x TU
2
X
8
6
2
9
2
5
7
4
5
7
2
0
8
2
9
4
16
Eckington C of E First School – Calculation Policy
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10, 100 and 1000
use multiplication and division
as inverses to support
theintroduction of ratio in year
6, for example, by multiplying
and dividing by powers of 10
in scale drawings or by
multiplying and dividing by
powers of a 1000 in converting
between units such as
kilometres and metres.
recognise and use square
numbers and cube numbers,
and the notation for squared
(2) and cubed (3)
solve problems involving x &
÷ including using their
knowledge of factors and
multiples, squares and cubes
solve problems involving all 4
operations and a combination
of these, including
understanding the meaning of
the equals sign
solve problems involving x &
÷ , including scaling by simple
fractions and problems
involving simple rates.
17
Eckington C of E First School – Calculation Policy
Year
6
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multiply multi-digit numbers up
to 4 digits by a two-digit whole
number using the formal
written method of long
multiplication
identify common factors,
common multiples and prime
numbers
multiply one-digit numbers
with up to two decimal places
by whole numbers
18
Eckington C of E First School – Calculation Policy
Yr
Group
New Curriculum – Statutory
guidance
REC

They solve problems,
including doubling, halving
and sharing.

Vocab: put together, add,
altogether, total, take away,
more than and less than,
equal to, equals, double,
most, count on, numberline,
leaves, least

solve one-step problems
involving multiplication and
division, by calculating the
answer using concrete
objects, pictorial
representations and arrays
with the support of the
teacher.
Through grouping and sharing
small quantities, pupils begin
to understand: multiplication
and division; doubling
numbers and quantities; and
finding simple fractions of
objects, numbers and
quantities. They make
connections between arrays,
number patterns, and
counting in twos, fives and
tens.
Yr 1

Division Calculation
Sharing: ‘Is it fair?’
USE COUNTERS OF
DIFFERENT COLOURS
When sharing you know
how many groups you will
have; you are working out
how many will be in each
group.
Don’t ‘over – teach’
sharing!
Pupils should :
 use lots of practical
apparatus, arrays and
picture representations
 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)
19
Eckington C of E First School – Calculation Policy
2
Key Vocabulary:
share, share equally, one each,
two each…, group, groups of, lots
of, array
How many groups of 4 can be
made with 12 stars? = 3


Grouping (and use of arrays) link to REPEATED ADDITION/x tables
9 ÷3 = 3 (groups)
As this relies more on
times tables knowledge, it
is better to use this
strategy than sharing.
Children should
understand that even
when solving a ‘sharing’
problem, they can solve it
quicker through grouping.


recall and use x & ÷ facts for
the 2, 5 and 10 x tables,
including recognising odd and
even numbers
Practise to become fluent in
the 2, 5 and 10 x tables and
connect them to each other.
They connect the 10 x table to
place value, and the 5 x table
to the divisions on the clock
face. They begin to use &
recall other x tables, including
using related division facts to
perform written and mental
calculations.
calculate mathematical
statements for x & ÷ within
the multiplication tables and
Arrays are useful to explain RELATED FACTS: 3 x 4 = 12
4 x 3 = 12
So 12 ÷ 4 = 3
And ...12 ÷ 3 = 4
Be able to count in
multiples of 2s, 5s and
10s.
 Find half of a group of
objects by sharing into
2 equal groups.
Start to focus more on
grouping.
Key Vocabulary: share,
share equally, one each,
two each…, group, equal
groups of, lots of,
array, divide, divided by,
divided into, division,
grouping, number line, left,
left over
20
Eckington C of E First School – Calculation Policy



write them using the
multiplication (×), division (÷)
and equals (=) signs
show that multiplication of two
numbers can be done in any
order (commutative) and
division of one number by
another cannot
solve problems involving x &
÷, using materials, arrays,
repeated addition, mental
methods, and multiplication
and division facts, including
problems in contexts.
relate to grouping and sharing
discrete and continuous
quantities, and relating these
to fractions and measures
(e.g. 40 ÷ 2 = 20, 20 is a half
of 40). They use
commutativity and inverse
relations to develop
multiplicative reasoning (e.g.
4 × 5 = 20 and 20 ÷ 5 = 4).
21
Eckington C of E First School – Calculation Policy
Yr 3





recall & use x & ÷ facts for
the 3, 4 and 8 multiplication
tables
Through doubling, they
connect the 2, 4 and 8
multiplication tables.
write and calculate
mathematical statements for
multiplication and division
using the x tables that they
know, including for 2-digit
numbers times 1-digit
numbers, using mental and
progressing to formal written
methods
Develop efficient mental
methods, for example, using
commutativity (e.g. 4 × 12 × 5
= 4 × 5 × 12 = 20 × 12 = 240)
and x & ÷ facts (e.g. using 3
× 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷
3) to derive related facts (30 ×
2 = 60, 60 ÷ 3 = 20 and 20 =
60 ÷ 3).
solve problems, including
missing number problems,
involving x & ÷ , including
positive integer scaling
problems and
correspondence problems in
which n objects are connected
to m objects.
Chunking on a number line
15 ÷ 5 = 3
Encourage children to read the question as:
‘I have 15, how many 5s?’
They can then use times tables knowledge to
solve the problem, using number lines to
record their thinking.
Key Vocabulary: share,
share equally, one each,
two each…, group, equal
groups of, lots of, array,
divide,
divided by, divided into,
division, grouping, number
line, left, left over, inverse,
short division, ‗carry‘,
remainder, multiple
Finding a remainder
17 ÷ 5 = 3 r 2
Encourage children to read the question as:
‘I have 17, how many 5s?’
How many WHOLE groups of 5 can they count in 17?
What’s left over? This is the remainder.
Short division:
Once children are secure with division as grouping and
demonstrate this using number lines, arrays etc., short division
for larger 2-digit numbers should be introduced.
Limit numbers to NO remainders in the answer OR carried (each digit must be a
multiple of the divisor).
Remind children of correct place value, that 96 is equal to 90
and 6, but in short division, pose:
How many 3’s in 9? = 3, and record it above the 9 tens.
How many 3’s in 6? = 2, and record it above the 6 units
22
Eckington C of E First School – Calculation Policy

Yr 4
decide which of the four
operations to use and why,
including measuring and
scaling contexts, (e.g. 3 hats
and 4 coats, how many
different outfits?; 12 sweets
shared equally between 4
children; 4 cakes shared
equally between 8 children).
Divide up to 3-digit numbers by a
single digit (without remainders
initially)
Then teach how to carry the remainder to the next digit:
Chunking on a number line with remainders (main method):
Eg 46 ÷ 4 = 11 r2
x10





Pupils should recall x & ÷
facts for multiplication tables
up to 12 × 12
use place value, known and
derived facts to multiply and
divide mentally, including:
multiplying by 0 and 1;
dividing by 1; multiplying
together three numbers
extend this to three-digit
numbers to derive facts, for
example 200 × 3 = 600 into
600 ÷ 3 = 200
recognise and use factor pairs
and commutativity in mental
calculations
Use formal written method of
short division with exact
answers when dividing by a
x1
+2
___________________
0
40
44
46
Eg 196 ÷ 6= 32 r 4
X 10
0
60
x10
120
x10
x2
180
+4
192
196
Partitioning:
work out TU ÷ U mentally by partitioning TU into a multiple of the divisor plus the
remaining ones, then divide each part separately.
Informal recording for 84 ÷ 7 might be:
Also show 12 ÷ 4 as 12
4
so that they are introduced
to improper fractions will help with simplifying
when they get older,
e.g.
120÷15 =120 24
15 = 3 = 8
Key Vocabulary: share,
share equally, one each,
two each…, group, equal
groups of, lots of, array,
divide,
divided by, divided into,
division, grouping, number
line, left, left over, inverse,
short division, carry,
remainder, multiple,
divisible by, factor
Using knowledge of multiples:
*84 is partitioned into 70 (the highest multiple of 7 that is also a
multiple of 10 and less than 84) ‘How many sevens in seventy?
*plus 14 ‘How many sevens in fourteen?’
23
Eckington C of E First School – Calculation Policy




one-digit number
solve probs involving x & +,
including using the distributive
law to x 2 digit numbers by 1
digit, integer scaling probs
and harder correspondence
probs such as n objects are
connected to m objects.
Write statements about the
equality of expressions (e.g.
use the distributive law 39 × 7
= 30 × 7 + 9 × 7 and
associative law (2 × 3) × 4 = 2
× (3 × 4)). Combine their
knowledge of number facts
and rules of arithmetic to
solve mental / written
calculations e.g. 2 x 6 x 5 = 10
x 6.
solve 2-step probs in
contexts, choosing the
appropriate operation,
working with increasingly
harder numbers - include
correspondence questions
such as the numbers of
choices of a meal on a menu,
or three cakes shared equally
between 10 children.
find the effect of dividing a 1/2
digit number by 10 and 100,
identifying the value of the
digits in the answer as units,
tenths and hundredths
Also could record mental division using partitioning as:
96 ÷ 7 = (70 + 26)
= 10 + 3 = 13 r5
Short Division:
dividing numbers with up to 3-digits by a single digit
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Eckington C of E First School – Calculation Policy
Yr 5
Divide up to 4 digits by a single
digit, including
those with remainders
Start by revisiting: Chunking on a number line (as above)
196 ÷ 6= 32 r 4
x30


Yr 6


divide numbers up to 4 digits
by a one-digit number
usingthe efficient written
method of short division and
interpret remainders
appropriately for the context
divide whole numbers and
those involving decimals by
10, 100 and 1000
divide numbers up to 4 digits
by a two-digit whole number
using the formal written
method of long division, and
interpret remainders as whole
number remainders, fractions,
or by rounding, as appropriate
for the context
use written division methods
in cases where the answer
has up to two decimal places
0
60
120
x2
180
+4
192
196
Short division with remainders: Now
that pupils are introduced to examples
that give rise to remainder answers,
division needs to have a real life
problem solving context, where pupils
consider the meaning of the remainder
and how to express it, ie. as a fraction,
a decimal, or as a rounded number or
value , depending upon the context of
the problem.
Key Vocabulary: share,
share equally, one each,
two each…, group, equal
groups of, lots of, array,
divide, divided by, divided
into, division, grouping,
number line, left, left over,
inverse, short division,
„carry‟, remainder,
multiple, divisible by,
factor, inverse, quotient,
prime number, prime
factors,
composite number (nonprime)
Short division with remainders: Pupils should continue to use this method, but with numbers to at least 4
digits, and understand how to express remainders as fractions, decimals, whole number remainders, or
rounded numbers. Real life problem solving contexts need to be the starting point, where pupils have to
consider the most appropriate way to express the remainder.
With decimals: Use standard method 1 2 . 5
87.5 ÷ 7 =
7 8 17 .35
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