Methods used for calculation at Keevil Church of England Primary School
This document is organised according to age related expectation, however it may be necessary for teachers to consult with lower year groups for children in order to meet their needs
at the stage these children are working at.
Whilst the New Curriculum for September 2014 does not feature Using and Applying, wherever possible, it is important for teachers to create real life contexts for learning in maths.
As part of a child’s learning in calculation, they need to be taught how to select the best method according to the numbers. The hierarchy of thinking should be:
Can I do it in my head ?
Can I use some jottings?
Should I use a written method?
Addition
Reception
Subtraction
Key Skills for addition in Reception
 I can recognise numbers up to 20
 I can say 1 more for numbers up to 20.
 I can add numbers up to 10.
 I can count on from a number to 10
Key Skills for subtraction in Reception
 I can recognise numbers up to 20
 I can say 1 less for numbers up to 20.
 I can subtract numbers up to 10.
 I can count back from a number to 10
Methods used:
Practical resources including fingers, objects,
songs, games and number lines are used to
support calculation
Methods used:
Practical resources including fingers, objects,
songs, games and number lines are used to
support calculation
Multiplication
Key Skills for multiplication in Reception

I can double numbers to 5
Methods used:
Practical resources including fingers, objects,
songs and games are used to support
calculation
Division
Key Skills for division in Reception
 I can solve problems involving sharing
or halving.
Methods used:
Practical resources including fingers, objects,
songs and games are used to support
calculations.
Methods used for calculation at Keevil Church of England Primary School
Addition
Year 1
Key Skills for addition in Year 1
 I can say 1 more for numbers up to 100.
 I know and can use number bonds up to
20.
 I can add numbers in my head up to 20.
Methods used:
The children begin to use more mathematical
support for their calculations in the form of :
hundred squares, number lines, Dienes
apparatus, multi-link cubes and bead strings.
Addition
Year 2
Subtraction
Key Skills for subtraction in Year 1
 I can say less for numbers up to 100.
 I can subtract numbers in my head up
to 20
 I can write number sentences for
subtraction sums.
Multiplication
Key Skills for multiplication in Year 1
 I can count in 2s, 5s and 10s.
 I can double numbers to 10.
 I can use objects to help me solve
multiplication grouping beyond 20.
 I can use arrays solve multiplication
problems.
Methods used:
The children begin to use more mathematical
support for their calculations in the form of :
hundred squares, number lines, Dienes
apparatus, multi-link cubes and bead strings.
Methods used:
Objects and visuals continue to be used whilst
introducing the use of arrays and counting in
2s, 5s, 10s
Subtraction
Multiplication
Key Skills for addition in Year 2
Key Skills for subtraction in Year 2
 I can use my knowledge of number
 I can find 10 less than a given 3-digit
bonds to find related facts for numbers
number.
to 100.
 I can subtract 2 2-digit numbers and 3
 I can find 10 more than a given 3-digit
1-digit numbers in my head.
number.
 I can show using sums that subtraction
 I can add 2 2-digit numbers and 3 1-digit
sums cannot be done in any order.
numbers in my head.
 I can use addition and subtraction as
 I can show using sums that adding can
opposites to help me solve missing
be done in any order, but subtract
number problems
cannot
 I know that ‘difference’ means subtract
 I can use addition and subtraction as
 I can check the answers to subtraction
opposites to help me solve missing
sums by using a related addition sum.
number problems
 I can use partitioning to help me add 2
Methods used:
2-digit numbers.
Children will continue to use a number line
although they may make jumps in numbers
Methods used:
other than 1. They will also continue to use the
Children will continue to use numbered
100 square and a range of apparatus.
number lines. By the end of Y2, children will
use ‘empty number lines’ themselves starting
with the larger number and counting on. First
counting on in tens and ones.
The children will also begin to partition
Arrow cards are also used to improve
awareness of place value.
Division
Key Skills for division in Year 1
 I can use objects to help me solve
division through sharing beyond 20.
 I can use arrays and grouping to solve
multiplication and division
 I can use grouping to solve division
problems.
 I can recognise shapes divided into 2
equal pieces as halves.
Methods used:
The children will continue to work with objects
and visuals to support them with grouping.
Division
Key Skills for multiplication in Year 2
 I can count forwards and backwards in
10s from a given 2-digit number.
 I can count forwards in 3s.
 I know that times and lots of means
multiplication.
 I can write number sentences for
multiplication sums including ones with
missing numbers.
 I can show using sums that multiplying
can be done
 I can write all associated multiplication
facts for 2x, 5x and 10x tables.
Key Skills for division in Year 2
 I know that grouping and sharing
means division.
 I can write number sentences for
division sums including ones with
missing numbers.
 I can show using sums that division
sums must be done in the correct
order.
 I can work out division facts for 2x, 5x,
10x tables
 I can write all associated division facts
for 2x, 5x and 10x tables.
Methods used:
Methods used:
The children will begin to work with number
sentences recalling division facts for 2x, 5x,
10x
Number sentence work is introduced and the
children will begin to count in 3s
Methods used for calculation at Keevil Church of England Primary School
Addition
Year 3
Key Skills for addition in Year 3
 I can find 100 more than a 4-digit
number.
 I can mentally add units, tens or
hundreds number from a 3-digit number
 I can use different strategies to add 2 3digit numbers.
 I can check answers to addition sums by
using rounding.
Methods used:
Partitioning is the main method used.
Addition
Year 4
Key Skills for addition in Year 4
 I can find 1000 more than any given
number
 I can use addition and subtraction as
opposites to reverse what I have done.
 I can mentally add 3- and 4-digit
numbers.
 I can add 4-digit numbers using column
methods.
 I can use estimating to check my
answers to addition sums.
Methods used:
The children continue to use partitioning . This
then develops into extended partitioning and
then column method
Subtraction
Multiplication
Key Skills for addition in Year 3
Key Skills for multiplication in Year 3
 I can mentally subtract units, tens or
 I can count forwards in 8s and 50s
hundreds number from a 3-digit
 I can solve a problem using numbers
number
and facts that I know, involving
 I can use different strategies to subtract
addition, subtraction, multiplication,
2 3-digit numbers.
division and fractions.
 I can check answers to subtraction
 I can use my understanding of
sums by using rounding.
multiplication being able to be done in
Methods used:
any order, to help me find all related
The children will use a number line to find the
facts.
difference between numbers.
 I can use the grid method to help me
multiply 2-digit numbers by a 1-digit
number.
Methods used:
The children will be introduced to the grid
method to enable them to work with larger
numbers. They will also be applying their
knowledge by solving word problems.
Division
Key Skills for division in Year 3
 I can solve a problem using numbers
and facts that I know, involving
addition, subtraction, multiplication,
division and fractions.
 I can recall division facts for 3x, 4x and
8x tables
 I can use bus stop method to divide
numbers more than 10x the divisor
Methods used:
The children will develop written
methods for division to develop skills.
using ‘Bus Stop Method’ short division.
Subtraction
Multiplication
Division
Key Skills for subtraction in Year 4
 I can find 1000 less than any given
number
 I can use addition and subtraction as
opposites to reverse what I have done
 I can mentally subtract 3- and 4-digit
numbers
 I can subtract 4-digit numbers using
column methods.
 I can use estimating to check my
answers to subtraction sums
Methods used:
There is a continued use of the number line to
find the difference between numbers but the
children will begin to move to using the formal
column method with borrowing.
Key Skills for multiplication in Year 4
 I can count forwards in 9s and 25s.
 I can solve a problem using numbers
and facts that I know, including 2-step
problems with larger numbers,
involving addition, subtraction,
multiplication, division and fractions
and decimals (to 2 decimal places).
 I can use my understanding of place
value to multiply by multiples of 10.
 I can use the grid method to multiply 2and 3-digit numbers.
 I can use column method to multiply 1
and 3 digit numbers
Methods used:
The children will continue to use the grid
method to work with larger numbers and
simple column method will be introduced. The
children will also work with multiplying
multiples of 10. Application of skills will be
done through 2 step problem solving.
Key Skills for division in Year 4
 I can solve a problem using numbers
and facts that I know, including 2-step
problems with larger numbers,
involving addition, subtraction,
multiplication, division and fractions
and decimals (to 2 decimal places).
 I can recall division facts for all tables
up to 12 x 12
 I can use ‘Bus Stop Method’ to divide 3
digits by 1 digit including where
answers have a remainder.
 I can divide numbers by 100 giving
answers as decimals.
Methods used:
The children will be asked to recall division
facts to 12 x 12 and continue to develop skills.
using ‘Bus Stop Method’ short division will be
continued.
Methods used for calculation at Keevil Church of England Primary School
Addition
Year 5
Key Skills for addition in Year 5
 I can add 5-digit numbers using column
methods.
 I can add numbers with a different
number of decimal places.
 I can add fractions with different
denominators which are multiples of
the same number.
 I can mentally add larger numbers
where one number is a multiple of 10.
Methods used:
Formal column method with carrying
Addition
Year 6
Key Skills for addition in Year 6
 I can add 6 digit numbers using column
methods.
 I can add and subtract fractions and
mixed numbers with different
denominators.
Methods used:
Formal column method with carrying
Subtraction
Multiplication
Division
Key Skills for subtraction in Year 5
 I can mentally subtract larger numbers
where one number is a multiple of 10.
 I can subtract 5-digit numbers using
column methods.
 I can subtract fractions with different
denominators which are multiples of
the same number.
 I can subtract numbers with a different
number of decimal places.
Methods used:
Formal column method with borrowing.
Key Skills for multiplication in Year 5
 I can work out if a number is a multiple
of any number.
 I can multiply numbers including
decimals by 1000.
 I can use the long multiplication
method to multiply 4-digit numbers by
1- and 2-digit numbers.
 I can use times table knowledge to
identify common factors to simplify
fractions and find equivalents.
 I can multiply fractions and mixed
numbers by a whole number
Methods used:
The children will be finding square and cube
numbers, multiplying decimals by 10 and using
formal column method for long multiplication.
They will also use inverse operations to check
answers.
Key Skills for division in Year 5
 I can divide numbers including decimals
by 1000.
 I can use the short division method to
divide 4-digit numbers, knowing what
to do with the remainder depending on
the context.
 I can divide 1- and 2-digit numbers by
1000 giving answers as decimals, and
explaining the value of each digit in
these.
Methods used:
There will be a continued development of
short division and the children will be dividing
numbers by 1000
Subtraction
Multiplication
Division
Key Skills for subtraction in Year 6
 I can work out the difference between
negative and positive numbers.
 I can find differences between negative
numbers.
 I can subtract 6-digit numbers using
column methods.
 I can subtract fractions and mixed
numbers with different denominators.
Methods used:
Formal column method with borrowing.
Key Skills for multiplication in Year 6
 I can multiply 1-digit numbers with 2
decimal places by 2-digit numbers.
 . I can use multiplication to change the
denomination of a fraction.
 I can multiply simple pairs of fractions.
 I can use the long multiplication
method to multiply 5-digit numbers by
2-digit numbers.
 I can use my understanding of
multiplying by 10, 100 and 1000 in
different contexts such as
measurements.
Methods used:
Long multiplication will develop to working
with 5 digit by 2 digit numbers and multiplying
by 10, 100 and 1000 in relation to
measurement.
Key Skills for division in Year 6
 I can use the long division method to
divide numbers, turning a remainder
into a decimal.
 I can divide fractions by a whole
number
 I can use the long division method to
divide a 4-digit number by a 2-digit
number.
 I can use my understanding of dividing
by 10, 100 and 1000 in different
contexts such as measurements.
Methods used:
The children will be dividing numbers by 1000
and 10,000. Long division is introduced.
Overview of Methods used for the 4 Operations in Maths
Methods used for calculation at Keevil Church of England Primary School
Addition
Partitioning
AS the children progress from using practical
methods of addition they begin to use written
methods to add. This begins with partitioning.
Partitioning allows the children to use their
knowledge of place value to add larger numbers.
Subtraction
Multiplication
Using a number line
As with addition the methods used are a
progression. Initially the children will use
numbered number lines to move in 1s until they
reach the required number.
Using arrays
Arrays allow the children to begin to use objects
and images to multiply
The children will then begin to count back in 1s
and 10s
As their confidence and understanding increases
the children move onto number sentences
involving multiplication without using the arrays.
Grid Method
The next step is extended partitioning. This
introduces the children to working in a column but
still requires the children to add units, tens,
hundreds etc.
The grid method uses partitioning to help the
children work with larger numbers.
Division
Grouping
The introduction to division will take the form of
grouping/sharing.
As their confidence and understanding increases
the children move onto number sentences
involving division without grouping.
Short/ Long division
The children then move onto using formal
methods of division. Beginning with short division
and finally long division.
The next stage is to continue using the number
line to find the difference between to numbers.
When working with larger numbers children find it
easier to count forward.
.
Column method
Finally the children begin to work with the formal
column method including carrying
Column method
Finally the children begin to use the formal
column method with borrowing.
The children then move onto formal column
methods of multiplication.