Preston Park Calculation Policy 2011
Year
Group
Number
Addition& Subtraction
Nursery
To
recognise
and use
numbers 05
To
recognise
and use
numbers 020

To use mathematical concepts
in their play

To add and subtract numbers

to 10 using concrete apparatus,
fingers
Introduce the +, - and =
symbols.
Use addition and subtraction in
day to day problem solving
1 more than, 1 less to 10 using
concrete apparatus
Rapid
recall of
number
bonds to
5


Rapid
recall of
number
bonds to
10
Doubling
and
halving
numbers
to 10
using
concrete
apparatu
s, fingers
Near
doubles
to 10

Reception



Year 1
To
recognise
and use
numbers 050








To add and subtract numbers
to 30 using concrete apparatus
and number lines.
To begin to use written
methods using the symbols +,,= representing groups using
drawings and/or numbers
Use addition and subtraction in
day to day problem solving
Mental addition (putting big
number in your head 1st)
Commutativity in addition 5+3
= 3+5
1 more 1 less mentally
10 more 10 less using a
number square for any
number between 0-20
Using a number line to work
out missing numbers in sums
e.g. 5+__= 7
Number
Bonds


Multiplication



Division

Sharing out fruit/
milk/biscuits at snack
time
Repeated addition
using concrete
apparatus
Counting forwards
and backwards in
1’s and 10’s

Counting forwards
and backwards in
1’s, 2’s, 3’s, 5’s and
10’s through
chanting and in role
play scenarios.
To recognise
multiplication as
repeated addition
using concrete
apparatus.
Practical problem
solving of equal
groups

Sharing of fruit at snack
time
Setting out tables in
role play
Sharing resources fairly
Introduce the concept
of sharing into 2 equal
groups( 1 for me 1 for
you)using concrete
apparatus.
Sharing of fruit, cubes,
sweets.
Introduce the concept
of sharing into two or
more equal groups
using concrete
apparatus.




Common
misconception
Reversal of
numbers. Model
how to form
numbers correctly.
Subtraction does
not follow the rule
of commutativity.
Starting from the
biggest number
when adding and
subtracting.
Confusion of
addition and
subtraction.
Preston Park Calculation Policy 2011
Year
Group
Number
Addition& Subtraction
Number
Bonds
Multiplication
Division
Common
misconception
Year 2
To
recognise
and use
numbers
0-100




Subtraction does
not follow the rule
of commutativity.







To add and subtract numbers
to 100 using number lines
adding any two numbers.
10 more 10 less mentally and
using a number square to
identify patterns from any
number 0-30
Bridging through 10
Commutativity in addition
50+3 = 3+50
Partition into 10’s and 1’s and
recombine
Adding on 9 or 11 by adding 10
and adjusting by 1.
Using a number line to work
out missing numbers in sums
e.g. 12+__= 22. Start with 10
more 10 less and then move
onto other numbers
Find a small difference by
counting up e.g.
42-39=3


Rapid
recall of
number
bonds to
20
Halving
and
Doubling
numbers
to 20
Near
doubles
to 20




Counting forwards
and backwards in
1’s, 2’s, 3’s, 4’s, 5’s
and 10’s through
chanting.
Use concrete
apparatus and
numbers lines to
introduce &
consolidate concept
of multiplication.
Introduce the ‘x’
symbol.
Introduce arrays
using counters and
record
Commutativity –
3x5 is the same as
5x3



Understanding division
as grouping .
Using known times
table facts to support
division (inverse
operations).
Sharing equally using
concrete apparatus
and written methods.
Repeated subtractions
using a number line or
beads.
Starting from the
biggest
number
when adding and
subtracting.
Confusion
addition
subtraction.
of
and
Using knowledge of
odd and even
numbers to know if
there
is
a
remainder
when
sharing.
Preston Park Calculation Policy 2011
Year
Group
Number
Addition& Subtraction
Number
Bonds
Year 3
To
recognise
and use
numbers
0-500






Using a number line to work
out missing numbers in sums
e.g. 32+__= 52
Add a near multiple of 10 to a
2-digit number e.g. 39+19 =
35+20-1
Use pencil and paper (vertical
method/column method) for
addition and subtraction with 2
digit numbers.
Find a small difference by
counting up e.g.
102-97=5
Subtract mentally a near
multiple of 10 to and from a 2
digit number
78-49 is the same as 78-50+1



Rapid
recall of
number
bonds to
50
Rapid
recall of
10 more
10 less
from 1100
Doubling
and
halving
numbers
to 50
mentally
Know
family of
numbers
e.g.
9+1=10
90+10
=100
Multiplication

Rapid recall of
1,2,3,4,5,6,7,10
times tables
Division
Common
misconception

Refer to division as
grouping not
sharing.


Repeated subtraction
using number line.
Dividing with
remainders reminding
children that odd
numbers have a
remainder.
Using known times
table facts to support
division (inverse
operations).
Subtraction does
not follow the rule
of commutativity.
Preston Park Calculation Policy 2011
Year
Group
Number
Addition& Subtraction
Year 4
To
recognise
and use
numbers
0-1000






Year 5
To
recognise
and use
numbers
0-1000
Using a number line to work
out 754-86=668
Add a near multiple of 10 to a
2-digit number e.g. 39+19 =
35+20-1
Use pencil and paper (vertical
method/column method) for
addition and subtraction with 2
digit numbers.
Find a small difference by
counting up e.g.
5003-4996=7
Subtract mentally a near
multiple of 10 to and from a 2
digit number
78-49 is the same as 78-50+1
Use known number facts and
place value to subtract 9215=77.
 Find a difference by
counting up e.g. 80062993=5013
 Subtract the nearest
multiple of 10 or 100 then
adjust.
 Use known number facts
and place value to subtract
6.1-0.4=
 Pencil and paper
procedures for 754286=468 using a number
line or the vertical method.
Number
Bonds
Rapid recall
of number
bonds to 100
Multiplication
Division
Rapid recall of
1,2,3,4,5,6,7,8,9,10
times tables


Introduce multiplication
grid methodpartitioning and
recombining.


Rapid recall
of number
bonds to
1000
Rapid recall of
1,2,3,4,5,6,7,8,9,10,11,
12 times tables.
Multiplication grid
method-partitioning
and recombining.
Introduce the term ‘rearrange the number’ in
place of ‘borrowing’.
Dividing with
remainders reminding
children odd numbers
have a remainder
Using known times
table facts to support
division (inverse
operations).
Pencil and paper
procedures. E.g.
72divided by 5=50
divided by 5 and 22
divided by 5.
Introduce the method
chunking to the children.
Common
misconception
Rules
of
rearranging
the
number.
Children need to
understand
the
partitioning
and
recombining
method.
Rules
value.
of
place
Children
may
forget
to
recombine when
Pencil
and
paper partitioning.
procedures for sums such
as 257 divided by 7.
Children
may
forget to add the
number that has
Short division.
been carried over.
Preston Park Calculation Policy 2011
Year
Group
Number
Year 6
To
recognise
and use
numbers 01000
Addition& Subtraction

Find the difference by
counting up e.g. 0.50.31=0.19.

Subtract to the nearest 10,
100 or 1000 then adjust.

Pencil and paper
procedures for sums such
as 6467-2684=3783

Using the vertical
method/number line.

Partition into hundreds,
tens, ones and decimal
fractions and recombine.
E.g. 35.8 divided by 7.3=

Using the vertical method
to add sums such as 124.9+
117.25.
Commutativity= exchange, substitution.
Number
Bonds
Rapid recall
of number
bonds to
1000
Halving
Doubling
Multiplication
Division
1,2,3,4,5,6,7,8,9,10,11,
12 times tables to be
revised for rapid recall.
Pencil and paper
procedures for 977 divided
by 36 is approximately
1000 divided by 40.
(Rounding)
Multiplication grid
method-partitioning
and recombining.
Chunking method
Short division.
Common
misconception
Children
may
forget
to
recombine when
partitioning.