written calculation methods for ks1. addition step 1 to find one more than a number. to combine...
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![Page 1: Written Calculation Methods for KS1. Addition Step 1 To find one more than a number. To combine groups of up to 10 objects and label. To count on using](https://reader030.vdocuments.mx/reader030/viewer/2022032722/56649f515503460f94c73cb1/html5/thumbnails/1.jpg)
Written Calculation Methods for KS1
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Addition
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AdditionStep 1•To find one more than a number.
•To combine groups of up to 10 objects and label.
•To count on using fingers.
•To count on using a number line starting with the largest number.
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![Page 5: Written Calculation Methods for KS1. Addition Step 1 To find one more than a number. To combine groups of up to 10 objects and label. To count on using](https://reader030.vdocuments.mx/reader030/viewer/2022032722/56649f515503460f94c73cb1/html5/thumbnails/5.jpg)
• Step 2• Begin to use the + and = sign to record number
sentences.
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Step 3• Use a number line and
then an empty number line to add a 2 digit number and a 1 digit number.
• Use a hundred square and then an empty number line to add a 2digit number and a multiple of 10.
• 32 + 10 = 42
• Add multiples of 10 by going down a row on the 100 square.
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Subtraction
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Subtraction Step 1Find one less than a number.
Take objects away and label up to 10.
Take away on fingers.
Count back using a number line.
Draw objects and cross out.
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Step 2Begin to use the – and = sign to record number sentences.
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Step 3• Find the difference with numbers up to 20, by
counting up, using visual objects, bead strings and towers of unfix.
• Write finding the difference number sentences using the – and = sign appropriately.
• 14-11=3 the difference between 11 and 14 is 3.
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Step 4• To subtract a 1 digit number from a 2 digit
number by counting back on an empty number line using a 100 square as a visual prompt.
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.
Step 5•Subtract 10 and multiples of 10 from a 2 digit number by counting back. •Use 100 square and teach the rule of jumping up
1 row when subtracting 10.
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Multiplication
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Step 1•Counting in 10’s, 2’s and 5’s.
•To know the doubles and corresponding halves to 10 and then 20.
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Step 2•To understand multiplication as repeated addition.
Arrays.2 x 4 =
+ + +
4 x 2 = +
Arrays on a number line
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Using a multiplication grid. When using a multiplication grid we will teach the children to use the grid vertically for first number and horizontally for second number as this follows the same principle of arrays.2 x 4 = 8
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Division
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Division
• Step 1• Count back in 10’s, 2’s and 5’s.
• Know halves of numbers to 10 and then 20.
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Step 2• To understand division as grouping.
• Understand division as repeated subtraction using a number line.
• 18 ÷ 3 = 6• Reinforce division as grouping through arrays.
• 6 ÷ 3 = 2 • 6 divided into groups of 3 is 2.
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Number facts
1. Addition facts to 10, 6+4=102. Addition can be done in any order
6+4=10 and 4+6=103. Subtraction facts from 10, if I know
6+4=10 then 10-6=44. Then this progression repeats for
facts to 20 (16+4=20) and to 100 in multiples of 10 (60+40=100)
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Any questions?