Mathematics

Written calculation

Guide for Parents

St Georges British School of Seville April 2013

Introduction
The learning of mathematics can be one of the most enjoyable and rewarding
educational journeys for a primary pupil. At the heart of a pupils enjoyment is their
mathematical confidence.
Therefore, the main aim in primary mathematics is to give each pupil the confidence
to be able to enjoy their maths whilst exploring and playing with numbers.
Pupils develop their ability to be able choose a mathematical pathway to solve
mathematical problems efficiently and accurately. This includes being able to
decipher the relevant and important mathematical information from information that
is not relevant. Using methods which can be expressed clearly, both orally and in
writing, showing each step in calculations, is very important.

When problem-solving, we encourage pupils to carry their RUCSAC:

R = read the question carefully (and re-read it if necessary)
U = understand what the question is asking
C = choose the mathematical operation/s that is/are needed
S = solve the problem (this might require a number of steps)
A = answer (check that specific units have been added e.g. cm; m; etc.)
C = check the answer.

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Differences between mathematics in the UK and Spanish systems

Decimals: in the UK, we use a . to denote a decimal instead of a , e.g. 3.5m.
Large numbers: to separate blocks of three digits, we either use a small space or a
, e.g.
2 765 981

or

2,765,981

So a large number with decimals will look like this:

2 765 981.75

or

2,765,981.75

Therefore, the , and the . are used in opposite ways!

Subtraction: when moving numbers from a column on the left to the right, we
reduce the value of numbers on the top line as opposed to adding to the value of
numbers on the bottom: e.g. 315 - 19

Division: we use a different symbol (not : )

We arrange the numbers in a different way: e.g. 15 3 3 15

(no 15 3 )

Money: We interchange sterling in the textbook with Euros. Please note that the
symbol for pounds goes before the digits: e.g. 20 (not 20). But we would write
20 in this way (not 20).

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Mathematical Vocabulary
Listed below are many of the words that your child will learn about at school and
which they may use when talking about mathematics at home. Some of them you
will be familiar with and some will be completely new hopefully this will give you
some idea of which calculation they are part of so that you can understand and help
your child. Many of these words are used throughout these booklets to explain
calculations and workings out, either as part of jottings to support mental methods
or more formal written methods. Some of the words are repeated in each of the
sections - this is because they are a key part of each calculation.

Addition Vocabulary
And, add, addition, plus, more, more than, greater than, bigger than, increase,
makes, altogether, sum, total.

Subtraction Vocabulary
Take away, take from, subtract, subtraction, minus, less, less than, smaller
than, difference, decrease, decomposition, exchange, carry, leaves.

Multiplication Vocabulary
Lots of, groups of, times, multiply, multiplied by, multiplication, repeated
addition, product, tables, times table, chunks, chunking, array.

Division Vocabulary
Share, share equally, group, split, divide, division, divided by, divisible by,
divided into, repeated subtraction, leaves, left, left over, remainder, chunks,
chunking.
St Georges British School of Seville April 2013

Number Bonds
If your child talks about number bonds this is simply another name for finding
different ways to make a number. Eg. Number Bonds to 10 are 2 + 8, 3 + 7, etc.

Inverse
The term inverse is used very often in mathematics, with the meaning of
opposite operation. Addition is the inverse of subtraction, and vice versa.
Multiplication is the inverse of division and vice versa. The children are taught
to check their calculations by using the inverse operation.

Sum
The term sum is now used only to mean addition during mathematical
activities. We therefore use the phrases number sentences, calculations and
questions instead of the phrase complete these sums.

Additional vocabulary
Equals, makes, calculate, calculation, partition, partitioning

Blank number lines

These are used across all year groups and are an important visual tool.

Arrows in this document

When you are looking through the booklets and you see arrows drawn in on a
number line, they are for illustration only to clarify which way your child would
count to work out the answer to the calculation.

St Georges British School of Seville April 2013

ADDITION
Addition can be thought of as:
counting on
combining a number of sets to make 1 new set.
Children will be taught both ways and will be asked to choose the way that they find
easiest to use. Some examples of the activities children might be doing to support
these two methods are:

(1) Practical adding using objects and pictures

At a party I eat 2 cakes and my friend eats 3 cakes, how many cakes did we eat
altogether?

2 and 3 makes 5 altogether

(2) Adding using a number line (hundred squares also used)
Start at the first number and count on, in 1s until you reach the answer
number.
2+3=
+1
0

+1 +1
3

10

2+3=5

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(3) Adding using a blank number line

Place the first number on the blank number line. Partition the second number into
multiples of 10s or 100s for ease. Then jump up/count on, marking the number
line as you jump.
26 +12
+10
26

+2
36

38

(4) Recording simple addition sums using numbers and signs

2+3=5

26 + 12 = 38

(5) Partitioning
A method of adding is to partition the numbers into parts, add the parts and then
recombine to find the total. Once mastered, partitioning aids both mental and
written methods in all areas of mathematics.
(i) Mental method with some jottings
12 + 26 =
(a) Partition the numbers into tens and units:
12
10 + 2

26
+

20 + 6

This can also be written

as:
12 + 2 6

(b) Add the tens together and add the units together:
10 + 20 = 30

2+6=8

(c) Recombine the numbers to give the total:

30 + 8 =38
30 + 8 = 38

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(ii) Written and mental partitioning

First arrange the question so that the biggest number is first, then partition the
number to add on. Partitioning reinforces the value of each digit in a number (the
digit 2 in 26 represents 20, not 2).
26 + 12

With both numbers partitioned, this can

also be written as:

= 26 + 10 + 2

2 0+ 1 0

= 30

6+ 2

= 8

Combine the two answers

= 38

= 36 + 2
= 38

As the numbers get larger we can partition them and add each part (Hundreds,
Tens and Units) and then combine the answers:
148 + 286

This can also be written as:

= 100 + 200

= 300

40 +

80

= 120

8 +

= 14
= 434

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1 4 8+ 2 8 6

300+120+14 =434

(6) Expanded Written Method (Vertical)

The same method can be used in a vertical calculation with the smallest parts of
the numbers being added first and the largest parts of the numbers added last.
This method shows clearly why we use method 7 Standard Compact Written
Method (Vertical and Compact).
e.g. 148 + 286=
It is now vital that children keep digits
H
1
+ 2

H
1
+ 2
1

H
1
+ 2
1
3

H
1
+ 2
1
3
4

T
4
8
1

U
8
6
4

T
4
8
1
2

U
8
6
4
0

T
4
8
1
2
0

U
8
6
4
0
0

T
4
8
1
2
0
3

U
8
6
4
0
0
4

in the correct columns H T U.

add the units first by saying eight plus six

add the tens by saying forty plus eighty is one hundred and
twenty

add the hundreds by saying one hundred plus two hundred is

three hundred

total the numbers 14 + 120 + 300

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(7) Standard Compact Written Method (Vertical & Compact)

This can then lead to a more compact method involving carrying between
columns crossing the boundaries where necessary Again, it is vital that
children keep digits in the correct columns H T U :
e.g. 148 + 286=

H T U
1 4 8
+ 2 8 6
4

add the units

eight plus six is fourteen
put one ten under the tens column and 4 in the units column

H T U
1 4 8 add the tens: forty plus eighty is one hundred and twenty,
+ 2

8 6

plus the ten underneath makes one hundred and thirty

3 4

put three tens in the tens column and

1 1

put one hundred under the hundreds column

H T U
1 4 8 add the hundreds: one hundred plus two hundred is three
+ 2

8 6

hundred, plus the one hundred underneath, is four hundred.

3 4

put the four hundreds in the hundreds column

1 1

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(8) Adding with decimals

To add with decimals we follow the previous method.
However, it is crucial that the decimal points and the place values all line up e.g.
13.8 + 0.25=
1 3.
+

0.

add the furthest column on the right first.

2 5 Nothing plus five is five.

5 put five in the hundredths column

1 3.
+

0.

add the next column along, the tenths.

2 5 eight plus two is ten

0 5 Put zero in the tenths column and one in the units column.

1 3.
+

0.
1 4.
1

add the next column along, the units;

2 5 three plus zero plus the one underneath is four

0 5 put the four in the units column
Remember to put the decimal point in the answer, in line with
the decimal point in the question above

Finally add the tens column and place a one in the tens column of the answer
so, 13.8 + 0.25 = 14.05

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SUBTRACTION
Subtraction can be thought of as:
finding the difference which can be subtraction (counting back), but can
also be an addition (counting on).
taking away (counting back)

Children will be taught both ways. Some examples of the activities children
might be doing to support these two methods are:
(1) Practical subtracting using objects and pictures
I have 4 balls and 2 roll away, how many do I have now?

4 take away 2 makes 2 altogether

(2) Subtracting using a number line

42=
-1
0

-1
3

10

(3) Recording simple subtraction sums using numbers and signs

42=2

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Finding the difference

(1) Practical examples with objects and pictures
This can start with something as simple as comparing two sets.

The difference between 6 and 3 is 3, therefore:

6 3 =3

(2) Mental Methods with Jottings/Informal Written

A number line can be used when finding the difference to subtract e.g.
221 136
Children mark the two numbers on their own blank number line

136

221

Then they count on or count back to find the answer. Counting to the nearest
multiple of 10 or 100 makes it easier.

4
136

60
140

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20
200

1
220

13

221

Add the size of each jump, starting with the largest, to find the total and the
answer: 60 + 20 + 4 + 1 = 85
so, 221 136 = 85

This method works equally well with larger and smaller numbers.

Taking Away
(1) Mental Methods with Jottings/Informal Written
A blank number line can again be used but this time you begin by only marking
the largest number on the line:
331 122=

331
You then jump back the amount you are taking away and where you finish gives
the answer. If you partition the number to take away, it makes it easier. Partition
into multiples of 10 or 100 if possible
eg: 122 = 100 + 20 + 2
-2
209

-20
211

-100
231

331

so, 331 122 = 209

(2) Partitioning
Partitioning for subtraction works in the same way as for addition. Partition the
smaller digit, and subtract part by part, counting back.

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86 34 = 86 30 4
= 56 4
= 52
(3) Explanation of Expanded Written Method - Decomposition
We can also use ideas of partitioning to take away when subtracting. This method
partitions each number and takes each part of one number away from each part
of the other number.
e.g. 331 122
Each number is partitioned into hundreds, tens and ones and set out in this way
300 30
- 100 20

1
2

300 20 11
- 100 20 2

Start with the units. Take the bottom number, 2, away

from 1. There arent enough.

Move one of the tens from the tens column to the units.
The tens column becomes ten less and the units column
becomes ten more.

300 20
100 20

11
2
9

We can now take 2 away from 11

Write 9 in the units column

300 20
100 20
0

11
2
9

Now the tens column: we can take 20 from 20

300 20 11
Now the hundreds column: take 100 from 300
100 20
2
200 0
9
The numbers are put back together (recombined) to give the answer.
so, 331 122 = 209
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(4) Standard Compact Written Method

This expanded written method then leads to a more compact method. This first
example has no exchanging:
999 321 =
Write the number to subtract under the first number.
H
9
- 3
6

T
9
2
7

U
9
1
8

Starting with the Units column take the bottom digit

away from the top digit (9 1 = 8). Now repeat for the
Tens column, and finally the Hundreds column

This method needs to be developed when the bottom digit is larger than the top
digit in a column:
331 122 =
H
3
- 1

T
3
2

U
1
2

3
- 1

H
3
- 1

H
3
- 1
2

3 1
2 2
9

3
2
0

T
2

3
2
0

1
2
9

Write the number to subtract under the first number

Start with the units column. Say Take 2 away from 1

This cant be done. 1 of the Tens has to come across to
the Units column making the 1 into 11. The Tens digit is
now 1 smaller. Now complete 11 subtract 2 = 9
9 is written in the Units column

Now move to the Tens column. Say Take 2 away from 2

Write 0 in the Tens column

U
1

1
2
9

Finally complete the Hundreds subtraction.

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(5) Subtraction with Decimals

To subtract with decimals we follow the previous method.
However, its crucial that the decimal points, and the place values all line up
e.g. 44. 2 26. 5=

4 4. 2
2 6. 5

First write the question out carefully, lining up the columns

4 34 . 12
2 6 . 5
7

Work from the far right. Try to take 5 away from 2. This
cant be done, so go to the column to the left and take 1
from the 4 and move it next to the 2. This 2 becomes a 12.

13

Move to the next column along. Try to take 6 away from 3. This
cant be done, go to the column to the left and take 1 from
the 4 and move it next to the 3. The 3 becomes a 13.

13

Finally complete the final subtraction 3

subtract 2 = 1

4
- 2

4
- 2
1

4 . 12
6 . 5
7 . 7
4 . 12
6 . 5
7 . 7

so, 44.2 26.5= 17.7

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MULTIPLICATION
(A) Early Multiplication Skills
These begin with counting in different sized steps and repeated addition e.g. 2 + 2
+ 2 = 6 which is the same as 3 x 2 = 6.
(1) Practical counting and grouping with pictures and objects

3 sets of 2objects = 6
3 groups of 2 objects = 6
2

(2) Arrays
These are images that portray a multiplication calculation through rows and
columns

or

3 rows of 2 = 6

2 rows of 3 = 6

3x2=6

2x3=6

(3) Number lines and empty number lines

+2
0

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+2
2

+2
4

18

(B) Multiplication and Times Tables Facts

Formal learning and recalling of multiplication tables begins in Year 2.
Children in Year 2 are still encouraged to count in twos, fives and tens, and also in
threes and fours.

A strategy to help children learn multiplication tables facts from counting is to show
a multiplication fact such as:
6x2=
and then ask the child to count up in twos six times: 6 lots of 2 is 12.

This applies generally. Thus:

7 x 10 =
Ask the child to count up in tens seven times: 7 lots of 10 is 70.

It is also important for children to know that 10 x 7 will give the same answer as 7
x 10.

Helping your child learn their multiplication table facts

is one of the best things you can do to help them, not
only with multiplication but in virtually all areas of
maths.

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(C) Multiplication methods once times tables facts are secure

(1) Mental Methods with Jottings
Children can use partitioning when multiplying larger numbers.
38 x 7 is equal to 30 x 7 + 8 x 7
(i) Multiply the tens:
30 x 7 = (3 x 7) x 10

= 210

(ii) Multiply the units:

8x7

= 56

(iii) Add the totals together:

210 + 56 = 266

(2) Informal Written Method the Grid Method

The next step is to use partitioning and organise the calculation as a grid:
e.g.: 32 x 4
X

30

2 First, 32 is partitioned into tens (30)

and units (2) then put into a grid:

X
4

30

2 Next, 4 is placed on the grid:

X
4

30
120

2 Then, multiply the tens (30) by 4 and the units (2) by 4.

8 Write the answers in the boxes underneath

X
4

30
120

2 Finally, add up the totals to get the answer:

8
120 + 8 = 128

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To multiply TU x TU the grid just needs to be a bit bigger e.g.

32 x 17
X

30 2

First, 32 is partitioned into tens and units

and put into a grid.

X
10
7

30 2

Next, 17 is partitioned into tens and units

and added to the grid, as shown.

X
10
7

30
2 Then, multiply the 30 and the 2 by the 10 and write the
300 20 answers in the boxes underneath.

X
10
7

30
2 Then, multiply the 30 and the 2 by 7 and write
300 20 the answers in the boxes underneath.
210 14

X
10
7

30
2 Now add up the 4 answers to find the total
300 20
300 + 20 = 320
210 14
210 + 14 = 224
Total
= 544
so, 32 x 17 = 544

This method can be used to multiply combinations of numbers of any size, all that
happens is that the size of the grid changes! The grid method provides an extremely
clear and flexible approach to multiplication which is much easier for children to
understand and apply than any of the vertical methods.
However, children who are confident with the grid method can then be taught
vertical multiplication methods. These are often quicker methods. The examples on
the next pages show how the two vertical methods for multiplying with a single digit
would be set out. As soon as the children are able to work securely on these
calculations, they can be taught long multiplication.

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(3) Expanded Written Method

When multiplying by a single digit number another way of setting out
multiplication is as a vertical calculation:
e.g. 23 x 7

x
3x7
20 x 7

1
1

2 3
7
2 1
4 0
6 1

multiply the units

multiply the tens by saying twenty times 7
Total the columns

(4) Compact Written Method

When multiplying by a single digit number, a more compact method can also be
used:eg. 23 x 7

2
x

3
7
1

7 times 3 is 21
put the 20 under the tens column
and the 1 in the units column

3
7
1

7 times 20 is 140
plus the 20 underneath makes 160
put the 60 in the tens column and the 100
in the hundreds column.

2
x
1 6
2

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(5) Multiplication with Decimals

You can use the method below or grid method to multiply with decimals.
Follow the same process as the Expanded Written Method. However, at the end
count the decimal places in the question, and that is where the decimal point
goes in your answer. The decimal point is NOT just put underneath following the
pattern of the numbers in the question.
E.g. 5.64 x3
5. 6

4
3
2

x
1
5. 6

4
3
2

x
1

9
1

5.

x
1 6
1

4
3
2

9
1

3 times 4 is 12
put the 2 in the answer line, and carry the 1 to the next
column

3 times 6 is 18
add the 1 underneath which makes 19
put the 9 in the answer line and carry the 1 to the next column

3 times 5 is 15
add the 1 underneath which makes 16
put 16 in the answer

Now look at how many digits were after the decimal point in the multiplication
question.
Two decimal places in the question, so there must be two decimal digits in the
answer.
5.

x
1 6.

4
3 Put the decimal point between the 6 and the 9
2

so, 5.64 x 3 = 16.92

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For the Grid method First, remove the decimal points from the numbers, carry out
the grid method calculation and then put a decimal point in the answer according to
how many decimal places there were in total in the question.
E.g. 5.64 x 3
564 x 3
X

500 60

4 First, 564 is partitioned into hundreds, tens and units

and put into a grid

X
3

500 60

4 Next 3 is added to the grid

X
3

500 60
1500 180

4 Then multiply the 500 by 3, the 60 by 3 and the 4 by 3

12 and write the answers in the boxes underneath

X
3

500 60
1500 180

4 Now add up the 3 answers to find the total

12
1500 + 180 + 12 = 1692

Now to put the decimal point in.

Look at how many digits were after the decimal points in both numbers of the
original multiplication question 5.64 x 3
Two decimal places in the question, so there must be two decimal digits in the
answer.
Put the decimal point between the 6 and the 9 to leave two digits after the
decimal:

so, 5.64 x 3 = 16.92

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DIVISION
Division begins with sharing in practical activities in KS1 and early KS2. It is
important, however, that children go on to recognise that division has another
meaning besides sharing.
For example, 15 3 can mean 15 shared between 3 (3 lots of 5)
but it can also mean 15 grouped into 3s (5 lots of 3)

(1) Practical dividing with objects and pictures (including number lines)
E.g. 15 3 =
15 sweets shared between 3 children

000000000000000

00000
5 sweets

00000
5 sweets

15 sweets

00000
5 sweets

15 3 = 5
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For written calculations, it is the idea of division as grouping which is used. This can
be shown as repeated subtraction:
e.g. 15 3 3 3 3 3.
This shows that 3 has been taken away from 15 five times and can be shown on
a number line.
5
4
3
2
1
-3
0

-3
3

-3
6

-3
9

-3

12

15

so, 15 3 = 5
As children become more competent and the numbers they work with get
larger, this basic method is refined.
15 3 =
Draw a blank number line and start to count back from 15 in chunks of 3:

15

-3
12

15

How many jumps back of three are made?

-3
0

-3
3

-3
6

-3
9

-3
12

15

There are 5 jumps of 3, so:

15 3 = 5

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(2) Mental Methods with Jottings Simple Chunking

A method known as chunking is introduced when the numbers to be divided
start to get larger. This method allows the child to use known facts to help solve
the problem:
Draw a blank number line and using tables knowledge, start to count up/count
back in chunks or lots of 4. Again, it is most useful to use chunks that are
multiples of 10 wherever possible:E.g. 52 4
Counting up example
10 lots of 4
0

40

52

Work out how many are left and, using tables knowledge, work out how many
lots of 4 this is equal to:
10 lots of 4

3 lots of 4

40

52

Count up the lots of 4: 10 + 3

so, 52 4 = 13

Counting back example

E.g. 52 4
Subtract a known lot of 4 or chunk eg. 10 x 4 = 40
10 lots of 4
0

12

52

52 40 = 12
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Work out how many are left and, using tables knowledge, work out how many
lots of 4 this is equal to:
3 lots of 4
0

10 lots of 4
12

52

Count up the lots of 4: 10 + 3

52 4 = 13

(3) Expanded Written Method - Chunking

The method can be written down in a vertical format, though children may
continue to need to use a blank number line, at least initially.
When written vertically, we introduce the division format, however the
calculation becomes subtraction of the chunks:

4
-

5
4
1
1

2
0
2
2
0

10 lots of 4 (10 x 4)
3 lots of 4 (3 x 4)

Count up the lots of4: 10 + 3 = 13

52 4 = 13
The answer is written above the division markings on the calculation
1
4
5
- 4
1
- 1

3
2
0
2
2
0

10 lots of 4 (10 x 4)
3 lots of 4 (3 x 4)

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(4) Expanded Written Method - Efficient Chunking

As the number to be divided gets even larger, the method needs to be made
more efficient by working with larger chunks
e.g. 256 7
If 10 lots of 7 are 70, whats the biggest chunk (lot) of 7 I can get from 256?

7 2
- 2

5
1
4

6
0
6

7 2
- 2

5
1
4
4

6
0
6
2
4

30 x 7 30 lots of 7 = 210, I can take off 30 lots of 7

30 x 7
6x7

Carry out the subtraction

How many 7s are there in 46?
6 x 7 = 42, take off 6 lots of 7

Count up the chunks of 7: 30 + 6 = 36

The answer is 36 remainder 4
so, 256 7 = 36 r 4

7 2
- 2
-

3
5
1
4
4

6 r4
6
0 30 x 7
6
2 6x7
4

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The answer is written above the division

markings on the calculation

29

(5) Expanded Short Division method

This method is the step before the familiar compact short division method, and can
be used to explain the link between the subtracting used in chunking and why the
final method works.
E.g. 51 3 =
The expanded short division method is written out like this
(a)
35

(b)

1
35

(c)

First we say How many 3s in 5? There is 1 three in 5

1

The 1 is written above the 5 and the 1 three is

written under the 5 ready to be taken away

Next we take 3 away from the 5 which leaves 2

35

-3

(d)

The answer will be recorded above the line

The 2 is written under the 3 and the 1 is brought down

This gives us the number 21 to divide

Now How many 3s in 21? There are 7 threes in 21

35

the 7 is written on the answer line

The 21 that 7 x 3 makes is written beneath the

the first 21 ready to be taken away

-2

When subtracted, this leaves 0,

A 0 means there are no remainders and the calculation is

complete.

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(6) The compact short division method

This method works for questions that divide by just a unit. When looking to
divide by a 2 digit number we resort to the Expanded Written Method - Efficient
Chunking.
E.g. 51 3 =
(a)
The short division method is written out like this
3 5

(b)
1

We say How many 3s in 5?

35

There is 1 three in 5 with 2 left over

The 1 goes above the 5 with the 2 being carried over to
the units column making 21

(c)
1
35

Then we say How many 3s in 21?

There are 7 threes in 21

The 7 goes above the 1 creating the answer 17

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Useful Websites
Below is a list of websites you may find useful:
General resources:
Maths dictionary - http://www.amathsdictionaryforkids.com/dictionary.html
Timestable game - http://www.primaryresources.co.uk/online/moonmaths.swf
Maths games - http://resources.woodlandsjunior.kent.sch.uk/maths/index.html
Create your own worksheets - http://www.noeticlearning.com/mathdrill/index.jsp
Maths related games and work - http://www.mathszone.co.uk/
Search for Maths multiplication songs on www.youtube.co.uk (make sure it is
.co.uk and not .com)
Education City games (only if teacher allocates games)
www.educationcity.com

Keystage 1 resources:
http://www.crickweb.co.uk/ks1numeracy.html
http://www.bbc.co.uk/bitesize/ks1/maths/
http://www.topmarks.co.uk/Interactive.aspx?cat=8
Keystage 2 recourses:
http://www.crickweb.co.uk/ks2numeracy.html
http://www.bbc.co.uk/bitesize/ks2/maths/
http://www.topmarks.co.uk/Interactive.aspx?cat=20

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