1. Calculation Progression Ashfield

2. Numbers all around you!

3. Mental Maths progression overview YEAR 1 Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts.Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts. YEAR 2 Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100. Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10.Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10. YEAR 3 Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100.Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100. Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000.Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000. YEAR 4 Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000.Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000. Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple.Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple. YEAR 5 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5  2.7, half of 5.6, double 0.34)Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5  2.7, half of 5.6, double 0.34) Recall multiplication facts up to 10x10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division factsRecall multiplication facts up to 10x10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts YEAR 6 Use knowledge of place value and multiplication facts to 10x10 to derive related multiplication and division facts involving decimals (e.g. 0.8x7, 4.8  6)Use knowledge of place value and multiplication facts to 10x10 to derive related multiplication and division facts involving decimals (e.g. 0.8x7, 4.8  6) Use knowledge of multiplication facts to derive quickly squares of numbers to 12x12 and the corresponding squares of multiples of 10.Use knowledge of multiplication facts to derive quickly squares of numbers to 12x12 and the corresponding squares of multiples of 10.

4. Y1 U ± UU ± U TU + U (bridging 20)TU + U (bridging 20) TU (up to 20) – UTU (up to 20) – U U + 9U + 9 Mult of 10 ± mult of 10Mult of 10 ± mult of 10 Finding the difference (numbers up to 20)Finding the difference (numbers up to 20) Combinations of groups of equal numbers of objects (U x U)Combinations of groups of equal numbers of objects (U x U) Sharing objects into equal groups (U/TU ÷ U)Sharing objects into equal groups (U/TU ÷ U) Use bead strings / number lines to calculateUse bead strings / number lines to calculate Y2 U + U + UU + U + U TU ± UTU ± U TU ± multiple of 10TU ± multiple of 10 TU – TU (small difference)TU – TU (small difference) Use inverse operations to check calculations (+/-)Use inverse operations to check calculations (+/-) U x UU x U U / TU ÷ U (including remainders)U / TU ÷ U (including remainders) Use number lines and jottings to help them carry out calculationsUse number lines and jottings to help them carry out calculations Progression in Mental Calculations Y3 TU ± U TU ± near multiple of 10 HTU – HTU (small difference) U / TU x 10 / 100 TU x U (partition) TU ÷ U (linked to recall facts) Fractions of amounts (eg ¼ of £24) Rounding for estimation

5. Progression in Mental Calculations Y5 +/– decimals: apply known facts & bridge through landmarks+/– decimals: apply known facts & bridge through landmarks ThHTU – ThHTU (eg 7012 – 3984)ThHTU – ThHTU (eg 7012 – 3984) x / ÷ whole nos. & decimals by 10 / 100 / 1000x / ÷ whole nos. & decimals by 10 / 100 / 1000 Rounding for estimation (integers & decimals)Rounding for estimation (integers & decimals) Integers x / ÷ UIntegers x / ÷ U Fractions of amounts (eg ¾ of £220)Fractions of amounts (eg ¾ of £220) Y4 TU ± TU +/– multiples of 10 / 100 ThHTU – ThHTU (small difference) x / ÷ by 10 / 100 (whole no. answer) M of 10 x U (including near multiples) Divide using factors (eg 2400 ÷ 20) Solve problems involving money, measures & time Fractions of quantities (eg 2/3 of 24 cm) Y6 Mental multiplication and division with decimals (U.t x / U) Efficient written methods: - add and subtract whole numbers and decimals; - multiply and divide whole numbers and decimals by a one-digit number, TU x TU and HTU x TU

6. Which methods to support mental calculation ? Number lines 100 squares JottingsPartitioning Tables and division facts ( trios) AdjustingEstimatingRounding Inverse operations Cuisenaire Dienes – base 10 Key Resources : Piece of string, bead strings, Ruler Number Lines Number Lines

7. Games Follow the leader Letters Number line

8. Ways to support times tables at home Dot to dotsDot to dots Loop cards – dominoesLoop cards – dominoes Match the answerMatch the answer TriosTrios 10 52 1x2 2

9. Written calculation progression overview YEAR 1 use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit numberuse practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number YEAR 2 use practical and informal written methods to add and subtract two-digit numbersuse practical and informal written methods to add and subtract two-digit numbers Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remaindersRepresent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders YEAR 3 Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbersDevelop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 3, 50 4); round remainders up or down, depending on the contextUse practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 3, 50 4); round remainders up or down, depending on the context YEAR 4 Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and.pRefine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and.p Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 9, 98 6)Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 9, 98 6) YEAR 5 Use efficient written methods to add and subtract whole numbers and decimals with up to two placesUse efficient written methods to add and subtract whole numbers and decimals with up to two places Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU URefine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU U YEAR 6 Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two- digit and three-digit integers by a two-digit integerUse efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two- digit and three-digit integers by a two-digit integer YEAR 7 Use standard column procedures to add and subtract integers and decimals, and to multiply two-digit and three-digit integers by a one-digit or two-digit integer; extend division to dividing three- digit integers by a two-digit integerUse standard column procedures to add and subtract integers and decimals, and to multiply two-digit and three-digit integers by a one-digit or two-digit integer; extend division to dividing three- digit integers by a two-digit integer

10. Addition and Subtraction and

11. MultiplicationMultiplication and Division Multiplication

12. Resources we use Fingers!Fingers! NumiconNumicon NumberlinesNumberlines 100 squares100 squares Multiplication gridsMultiplication grids Counters/cubesCounters/cubes Base 10Base 10

13. Lessons – what do they look like ? Y1-Y6 – children have a daily numeracy lesson ( mental/oral, main input, group work or independent task, plenary) Y1-Y6 – children have a daily numeracy lesson ( mental/oral, main input, group work or independent task, plenary) Rec – maths is throughout the day, children explore maths through a range of child initiated and adult led activities Rec – maths is throughout the day, children explore maths through a range of child initiated and adult led activities

14. What you will see today!! A range of activities where children will be using a range of strategies and skills….have fun and enjoy! A range of activities where children will be using a range of strategies and skills….have fun and enjoy! Please feel free to leave any questions on the question board so we can support you in any way we can.

15. Number line game 6+4=10 10 take away 9 = 1 1 add 17 = 18 18....