Our routes through calculation have been devised to meet requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and are also designed to give pupils a consistent and smooth progression of learning in calculations across the school. Many of these examples also derive from the White Rose calculations policy and tie in with the White Rose schemes of learning used across the school. Children have access to a wide range of counting tools and apparatus throughout.

It is important that any type of calculation is given a real life context or problem solving approach to help build the children’s understanding of the purpose of calculation, and to help them recognise when to use certain operations and methods when faced with problems - this is a priority within our lessons. Children are taught and encouraged to use the following processes in deciding what approach they will take to solve a calculation, to ensure they select the most appropriate method for the numbers involved: “Can I do it in my head using a mental strategy?” “Could I use some jottings to help me?” “Should I use a written method to help me work it out?”.  Mathematical vocabulary is important with each operation so this is a key part of their learning, for example, we will use the term ‘ones’ and ‘units’. E.g. Th, H, T, U /Th H T O or 1000s 100s 10s 1s. Vocabulary specific to each method is shown within each route through calculation.

The documents below outline the methods we use for addition, subtraction, multiplication and division. We have also included the White Rose Maths calculation policies which provide detailed information on the models and images used to support the different concepts with a glossary of terms at the end.