Calculation Policy for Mathematics
Ingleton Primary School
Calculation Policy for
Reviewed September 2022
Ingleton Primary School – Calculations Policy
This policy is based on the National Curriculum 2014 and helps to develop the three main aims of Fluency, Reasoning and Problem Solving. It is designed to give pupils a consistent and smooth progression of learning when using the four main operations.
The calculations policy is organised according to age expectations as set out in the New National Curriculum 2014, however, it is vital that pupils are taught according to the stage they are currently working at.
Please note that early teaching and learning in Reception follows the ‘EYFS’ document.
- To form a core set of methods that every child will use and build upon.
- To ensure greater consistency in the teaching of written calculations & fraction calculations within school.
- To strengthen continuity and progression of children’s understanding of calculations.
- To build upon and ensure continued use of models and images, visual, concrete and abstract, to develop children’s conceptual understanding.
- To be a guide on the teaching of calculation skills for teachers, teaching assistants and parents.
- Mental and written calculation methods should be taught alongside each other throughout the entirety of this progression. When teaching children to calculate emphasis should be placed on choosing and using the method that is most efficient.
- If a child can complete a calculation mentally or with jottings, they should not be expected to complete a written algorithm.
- Whilst no longer part of the statutory curriculum, children should also be taught when and how to use a calculator appropriately.
Important points to note:
- This booklet is a progression in calculations and any of these methods can and should be utilised in other year groups to support or extend pupils as their personal learning requires.
- It is school policy that when ‘carrying’, the carried numbers should be shown under the bottom equals line (with the exception of long multiplication in which carried numbers will be shown above the calculation).
- Pupils should use the ‘one digit, one square’ mantra when using written methods and when calculating with decimals, the decimal point should not have its own square as it has no inherent place value; it should instead straddle the line between the units/ones column and the tenths column.
In developing a written method for addition, it is important that children understand the concept of addition, in that it is:
Combining two or more groups to give a total or sum
Increasing an amount
They also need to understand and work with certain principles, i.e. that it is:
the inverse of subtraction
commutative i.e. 5 + 3 = 3 + 5
associative i.e. 5 + 3 + 7 = 5 + (3 + 7)
The fact that it is commutative and associative means that calculations can be rearranged, e.g.
4 + 13 = 17 is the same as 13 + 4 = 17.