At Greave, children are introduced to the processes of calculation by building a sequence following a Concrete - Pictorial – Abstract approach. This means that throughout the school, children will use concrete equipment and pictures, such as place value counters and tens frames, to support their understanding of more abstract concepts before moving onto more formal methods of recording. This ensures that children's mental methods are strengthened and refined as well as supporting their confidence and understanding of increasingly complex formal methods. The calculation policy is also developed to enable your child to become more efficient and succinct in their calculations. Our aim is that by the end of Year 6, children are equipped with mental and written methods that they understand securely and can use correctly and efficiently.
Greave's calculation policy is organised in year groups and each type of calculation has been carefully structured to ensure the children's learning and understanding building towards the year's end point is carefully scaffolded. Children may need to revisit elements of calculation skills and understanding from the previous year group before they can fully understand a concept from their year group's calculation learning and the progression across the year groups has been structured to ensure consistency in concrete support and images across the year groups.
When faced with a calculation, we teach children to decide which method is most appropriate and have strategies to check its accuracy. They will do this by asking themselves:
Can I do this in my head?
Can I do this in my head using drawing or jottings?
Do I need to use a pencil and paper procedure?
Multiplication in Year 4
Multiplication in Year 5