This document provides information for a parent workshop on subtraction and division calculations in KS2. It outlines the calculation methods taught in each year group for subtraction and division, along with example calculations to practice. For subtraction, methods progress from counting back on a number line in year 2 to the expanded column method in years 4-5. For division, methods range from sharing to chunking on a number line to formal long division by year 6. The goal is to ensure consistency across the school and build conceptual understanding of these operations.

1. Written Calculations Parent
Workshop – Subtraction and
Division KS2

2. Resources
 Pencils
 Whiteboards/pens/rubbers
 Squared paper
 Number line
 Ruler
 100 square
 Unifix cubes

3. Why we are doing this
 Calculation Audit – Audit the knowledge of the children
by giving them 3 age appropriate calculations to
complete in each operation. Subtraction and division
were the weakest. Across the school only 48% of
subtraction questions were answered correctly. 36% for
division. It also showed a range of different methods
used.
 Data across KS2 in particular shows that Maths is a
weaker area. This is apparent through monitoring
including looking through books – there is inconsistency
in strategies children are using.
 2 key areas were identified by OFSTED which would
improve the learning across the school. One of which
was: Teachers do not always ensure that lower ability
learners have grasped essential concepts before
moving on to more complex concepts. This is
especially the case in mathematics.

4. Calculations policy
 In September 2013 – We introduced a
calculations policy in the school. This is
to ensure that everyone is clear on the
different steps that will be taught in each
year group for each calculation operation
 It is an essential document because it
ensures consistency across the school
and shows a gradual building step by
step to ensure deep conceptual
understanding of number and not only
“how to achieve the answer to the
question in the quickest time”
 This is available on the school website

5. This session
 What it IS
◦ The purpose of this session is to inform
parents of the methods we use and
expect in school at each age group in
KS2.
◦ This is to ensure parents have the
strategies to support our calculation policy
at home
 What it ISN’T
◦ A debate – The calculation policy has
been agreed by all staff and governors

6. Subtraction
 Understanding how to partition numbers is
key
123 = 100 + 20 + 3
456 = 400 + 50 + 6
Also (when moving toward ‘exchange’)
56 = 50 + 6
56 = 40 + 16
223 = 100 + 120 + 3

7. Partition these numbers
 74
 276
 741
 2534
 4528

8. Year 2
Counting back in ones using a
number line or a hundred square

9. Use this method to solve these
calculations
 19 – 6
 39 - 8
 24 – 9
 32 - 13

10. Year 3

11. Use this method to solve these
calculations
 44 – 26
 84 – 33
 74 – 57
 134 - 49

12. Use this method to solve these
calculations
 434 – 319
 746 – 437
 879 – 292

13. Year 4 – 5
Expanded column method

14. Use this method to solve these
calculations
 358 – 236
 741 – 379
 1546 – 687

15. Y5 - 6
 Using the language of 150-70 OR 15
tens take away 7 tens

16. Use this method to solve these
calculations
 957 – 354
 356 – 749
 2584 – 1038
 7453 - 5327

17. Division
 Important for children to understand
the difference between grouping and
sharing.
 There is a very clear running theme
throughout which is used all the way
through KS2 - groups/chunks

18. Division
 Sharing
 6 ÷ 2
 12 ÷ 4
 Grouping
 6 ÷ 2
 12 ÷ 4

19. Year 2 - 3

20. Use this method to solve these
calculations
 36 ÷ 6
 42 ÷ 7
 45 ÷ 4
 57 ÷ 5

21. Year 3 - 4
Chunking on a number line: (for larger numbers) e.g. 84÷6

22. Use this method to solve these
calculations
 98 ÷ 7
 87 ÷ 4
 136 ÷ 8
 174 ÷ 6

23. Year 4/5
Chunking
vertically:
(Taking away
‘chunks’ of a
number)
Bus stop chunking

24. Use this method to solve these
calculations
 276 ÷ 7
 532 ÷ 6
 379 ÷ 12
 477 ÷ 17

25. Year 6
 Formal Long Division
 Three steps – Division – Multiplication
– subtraction
 This may be most similar to what
many are used to but there are key
differences

26. Use this method to solve these
calculations
 965 ÷ 8
 475 ÷ 12
 743 ÷ 14
 643 ÷ 18