Calculation Progression
Ashfield
Numbers all around you!
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.
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 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 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.
•
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)
•
Recall 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 multiplication facts to derive
quickly squares of numbers to 12x12 and the
corresponding squares of multiples of 10.
Progression in Mental
Calculations
Y1
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U±U
TU + U (bridging 20)
TU (up to 20) – U
U+9
Mult of 10 ± mult of 10
Finding the difference
(numbers up to 20)
Combinations of groups of
equal numbers of objects (U x
U)
Sharing objects into equal
groups (U/TU ÷ U)
Use bead strings / number
lines to calculate
Y2
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U+U+U
TU ± U
TU ± multiple of 10
TU – TU
(small
difference)
Use inverse operations
to check calculations
(+/-)
UxU
U / TU ÷ U (including
remainders)
Use number lines and
jottings to help them
carry out calculations
Y3
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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
Progression in Mental Calculations
Y4
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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)
Y5
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+/– decimals: apply
known facts & bridge
through landmarks
ThHTU – ThHTU (eg
7012 – 3984)
x / ÷ whole nos. &
decimals by 10 / 100 /
1000
Rounding for estimation
(integers & decimals)
Integers x / ÷ U
Fractions of amounts
(eg ¾ of £220)
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
Which methods to support mental
calculation ?
Number lines
100 squares
Jottings
Partitioning
Tables and division facts ( trios)
Adjusting
Estimating
Rounding
Inverse operations
Cuisenaire
Dienes – base 10
Key Resources : Piece of string, bead strings, Ruler
Number Lines
Games
Follow the leader
Letters
Number line
Ways to support times tables at
home
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Dot to dots
Loop cards – dominoes
Match the answer
Trios
1x2
2
10
5
2
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 number
YEAR 2
•
use 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 remainders
YEAR 3
•
Develop 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
context
YEAR 4
•
Refine 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)
YEAR 5
•
Use 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 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 twodigit 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 threedigit integers by a two-digit integer
Addition and Subtraction
Multiplication and Division
Resources we use
• Fingers!
• Numicon
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Numberlines
100 squares
Multiplication grids
Counters/cubes
Base 10
Lessons – what do they look like ?
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
What you will see today!!
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.
Number line game
6+4=10
10 take away 9 = 1
1 add 17 = 18
18 . . . .