The RET Consistent Methods
Teach for a deep understanding
This is a brief summary of some of the consistent methods used in this school
In mathematics we aim to ensure a thorough understanding of a concept without relying on
memorisation of a process. The consistent methods are one of the ways to accomplish this.
Students will encounter the same methods throughout their mathematical journey, regardless of their
teacher. The aim is that this will provide consistency for students in the long-term and therefore aid
their ability to retain and build on their prior knowledge. Consequently, students will be better placed
to enjoy exploring and applying mathematical concepts, enabling them to develop greater
mathematical confidence and deeper understanding.
Numeracy
Addition and Subtraction
Our aim is for students to be able to complete column addition and subtraction.
Students should borrow from adjacent columns as shown below. If they have an alternative method
which is correct do not reteach this method.
Note: A student who is routinely unsuccessful using the column method, may be encouraged to use a
number line.
The number line below represents 83−18. The calculation is switched round to be, “What do we add to
18 to get 83 ?
+ 60
+2 +3
18 20 80 83
83−18=2+60+ 3=65
Multiplication and Division
Multiplication
Calculations should be set out as below.
Short multiplication Long multiplication Long multiplication
(expanded working)
342 ×7 becomes 38 ×7 becomes 124 × 36 becomes
Note: The Grid Method is a STEPPING STONE and supports a concrete approach to expanding and
factorising brackets.
A student who is routinely unsuccessful using the column methods above, may be encouraged to use the
grid method.
Example: 56 × 27
Multiplying Decimals
Step 1: When multiplying decimals estimate the answer by suitably rounding the numbers.
Step 2: Remove the decimal point and multiply.
Step 3: Use the estimated answer to insert the decimal point in the correct place.
Example: 12.7 ×2.3
Step 1 Step 2 Step 3
13 × 2 ≈ 13 × 2 ¿ 26 The answer must be 29.21
Division
Division should be set out as below.
4961 ÷ 11 becomes
Bar Modelling
Fractions of an amount Ratio
1 Share £20 in the ratio 2:3
Find of 30
5
Percentage problems Multiplying factors
A computer game is reduced in a sale by 30%. The multiplying factor to decrease an amount by
Its reduced price is £77. 10% is 0.9
How much was the original price?
From the bar we can see that £77 = 70%
£77 ÷ 7 = £11 The multiplying factor to increase an amount by
The original cost (the whole bar) is £11 × 10 = 20% is 1.
£110
Order of Operations
Brackets
Indices
Multiply/Divide
Add/Subtract
Construct an angle bisector
Step 1 Step 2 Step 3
Double Sided-Counters for Directed Numbers
a ‘zero pair’
Calculation Representation using double-sided counters
−5−(−3 )=−2
−2− (−3 )=1 We need to add a zero pair
¿1
5−(−3 )=8
Arrow Tables for Proportion
Converting units or money Direct proportion
Change 2.5 kg to grams Sam needs 80g of flour to make a cake for 4 people.
How much flour will he need for 10 people?
Proportion Tables for Compound Units
It is 6 km from Bath to Bristol.
The journey on the train takes 20 minutes.
Calculate the average speed of the train in km/h?
Tables for Finding the HCF/LCM
Example: Find the HCF of 150 and 225
Example: Find the LCM of 150 and 225
Tramlines for solving equations, inequalities and rearranging formulae
Solving equations Solving inequalities Rearranging formulae
Solve 3 x−7=5 Solve 3 x−7<5 Make a the subject of the formula v
= u + at
Students should routinely check their answers.
Grids for expanding and factorising
Expand the single bracket 3(2 x +1) Expand the double brackets (2 x+ 1)(x +3)
3 ( 2 x +1 ) =6 x+1
( 2 x+1 )( x +3 )=2 x 2 +7 x+3
This is equivalent to the area of a rectangle This is equivalent to the area of a rectangle
measuring 3 by (2 x+ 1) measuring (2 x+ 1) by (x +3)
Factorise 6x² + 11x + 4 using a reverse grid
Step 1 Step 2
Insert the 2
2 6 x ×4
x term & 2
the ¿ 24 x
constant
diagonally.
Step 3 Step 4
In this case
The the
diagonally diagonally
opposite opposite
products products add
are equal. to 11
because we
want 11 x .
Step 5 Step 6
Factorise 6x² + 11x + 4 = (2x + 1)(3x + 4)
the rows
and
columns.