Calculation Policy

Addition and SubtractionFoundation Stage

Children are taught to say numbers in familiar contexts such as number rhymes or in role play. This will develop into the counting of everyday objects. The children are taught to say the number names in order and recognise the numerals from 1-9. Children are taught to recognise, count and order numbers up to 20. Wherever possible, the children are given the opportunity to solve simple problems using these skills.

The children are taught to use vocabulary associated with addition and subtraction through practical activities and discussion:

For addition: more, and add, make, sum, total, altogether

For subtraction: less, take away, leave, how many left?, how many more to make?

They are taught to recognise differences in the quantity of every day objects and to find one more or one less. This is taught in practical contexts, using objects such as toys.

From the very first stages, the children are introduced to number lines and encouraged to visualise the calculation:

The children are encouraged to relate subtraction to taking away and counting how many are left. E.g. we had 4 bananas and we ate 2 of them, how many do we have left?

Mitchell Brook Primary School Calculation Policy1

Addition and SubtractionYear One

In Year One, the practical operations of addition and subtraction are consolidated. The children are taught to recognise that addition can be done in any order and can involve more than two groups. The children move towards using number lines and hundred squares to aid their calculations:

They progress to recording simple addition and subtraction number sentences using +, - and = signs:

To develop their mental calculation skills, children are taught what each digit in a number represents. E.g. 14 is 10 + 4. This will enable them to access the methods taught in Year Two.


Addition and SubtractionYear Two

In Year Two, children extend their knowledge to addition by learning the partitioning method:

Please noteThis method is not used for subtraction problems. It is difficult for the children to apply and causes great confusion.The use of number lines is developed in Year Two. When calculating using larger 2-digit numbers, children are encouraged to count on in multiples of 10 then add the units:


The children are also introduced to the idea of using a number line for subtraction problems. This is explained as finding the difference between two numbers:


Addition and SubtractionAddition in Years 3 to 6

The addition strategies taught in Key Stage 2 form a progression, with children using methods that best suit their ability and development. Each method is related to, and builds upon the preceding strategy.

Further partitioning using larger numbers:

Partitioning leading to vertical method:

The expanded vertical method using whole numbers:


The expanded vertical method using whole numbers and decimals:

The carrying method is only taught to confident and secure Year 6 pupils. This method is not taught earlier because it gives children no understanding of the value of the digits:


Addition and SubtractionSubtraction in Years 3 to 6

The subtraction strategies taught in Key Stage 2 form a progression, with children using methods that best suit their ability and development. The number line method can be used all the way up to Year 6 and leads directly into the vertical method.

Please note, decomposition is not taught as a method as the school. It would only be discussed at the end of Year 6 in terms of transition to High School.

The number line method using larger numbers:

The number line method using decimal numbers:


The vertical method (directly linked to the number line method):

The vertical method using decimal numbers:


Multiplication and DivisionFoundation Stage

The children are taught to count repeated groups of the same size. For example, if each child has 2 cakes, how many altogether?

They also learn how to share objects into equal groups and count how many in each group. For example, if I have 6 sweets to share between 3 children, how many does each child get?


Multiplication and DivisionYear One

In Year One, the children are introduced to multiplication as repeated addition. They participate in practical sessions, for example, counting pairs of socks or fingers on hands. This is illustrated on a number line and hundreds square:


Year One (continued)

As a progression from the Foundation Stage, the children learn to share objects into equal groups when problem solving:

There are 3 children and 15 sweets. How many sweets would they each have?


Multiplication and Division Year Two

In Year Two, the children consolidate their understanding of multiplication as repeated addition, and division as sharing. They would also begin to record their work using x, ÷ and =.

Children are also taught that Multiplication is commutative through the use of arrays:


Year Two (continued)

At this stage, the children would also begin to be taught division as sharing and grouping:


Multiplication and DivisionMultiplication in Year 3 to 6

The multiplication methods taught in Years 3 to 6 are reliant on children having an increasingly secure knowledge of times table facts.

The children begin by using an expanded method to deal with calculations they can’t do in their head. These involve splitting numbers in to parts then adding to get the final answer:

The children would then progress to using the grid method to solve problems involving larger numbers:


This method can also be used when working with decimals:

When children have a full understanding of the grid method, a more formal method of multiplication may be introduced. This would be generally used by able Year 6 pupils:


Multiplication and DivisionDivision in Year 3 to 6

Children continue to build upon the strategies taught in previous year groups and begin to record their work. This begins by using the number line method. Children’s knowledge of multiplication facts is very important here:

This method is also appropriate when dealing with remainders and as children become more confident they complete the calculation in fewer steps:


As the children become more confident with this method, the chunking method is introduced. The children can clearly see the link to the number line method as the numbers produced when working out the answer are the same:

This method can also be used when dividing one place decimals. Place value knowledge is very important here:

Sinead GillNumeracy leader of teaching and learning.


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Calculation Policy