© Crown copyright 2006 The Primary Framework for Mathematics Day 2 Calculation and calculators

© Crown copyright 2006

The Primary Framework for Mathematics

Day 2Calculation and calculators


Where are we now?

Discuss in small groups:• Since the last training session, what

progress have you made on disseminating the training materials?

• Have you:- Introduced the renewed framework

to staff?- Trialled the teaching sequence?- Or something else?


Objectives

• To support leadership and management of mathematics in stimulating and maintaining improvements in standards.

• To link the use of the renewed framework to school improvement.

• To give participants a clear overview in the progression of calculation strategies.

• To give participants a clear overview of the role of the calculator in the renewed framework.


Where are you now?

• In terms of the use of mental and calculation strategies, what is your present position?

- Do you have whole school policy?- Do staff understand the different

strategies they are expected to teach?

- Do staff understand the importance of mental calculation as a first resort?


Guidance on calculation

Practical/oral/mental activities

Recording to support thinking

Calculation methods

Appropriate, efficient methods


Overall aims by the end of Y6

• Secure knowledge of number facts and a good understanding of the four operations

• Able to use this knowledge and understanding to carry out mental calculations

• Make use of diagrams and informal notes to record steps and part answers

• Have an efficient, reliable, compact written method for each operation.


Using and applying mathematics

Knowing and using number facts

Counting and understanding number

Calculating

Understanding shape

Measuring

Handling data


Block ACounting,

partitioning and

calculating

Block BSecuring numberfacts,

understandingshape

Block CHandling data and measures

Block DCalculating,

measuring andunderstanding

shape

Block ESecuring numberfacts,

relationshipsand calculating

Progression and links between strands, blocks and units


Block ACounting,

partitioning and calculating

Block BSecuring number

facts, understandingshape

Block CHandling

data and measures

Block DCalculating,

measuring and understanding

shape

Block ESecuring number

facts, relationshipsand calculating



Calculating



Understanding shape


Measuring

Handling data



Calculating

Measuring



Calculating

Understanding shape


Oral and mental work

The 6 Rs of oral and mental work:• Rehearse• Recall• Refresh• Refine• Read• ReasonHas there been any change in

emphasis in your school since day 1?


Teaching mental calculation strategies

Task Identify the strategy you used.

• Are your staff aware of the range of strategies for the four operations?

• Are your staff able to teach these strategies?


Progression in calculation

Sequencing taskIn pairs sequence the cards to show

progression in calculation from Y1 to Y6.

Were there any surprises? Are there any statements which your

staff will find challenging?


Addition

• Look at the approach to the teaching of addition from stage 1 to stage 4. Try them.

• In pairs, identify the skills, strategies and vocabulary which need to be taught.

• How comfortable are you with each stage?

• How comfortable do you feel in supporting your staff in teaching these in school?

• Make a note of implications for your school.


Subtraction

• Look at the approach to the teaching of subtraction from stage 1 to stage 3. Try them.


• How comfortable are you with each stage?• How comfortable do you feel in supporting

your staff in teaching these in school?• Make a note of implications for your

school.


Multiplication

• Look at the approach to the teaching of multiplication from stage 1 to stage 6. Try them.




school.


Division

• Look at the approach to the teaching of division from stage 1 to stage 5. Try them.




school.


Implications

• Does your whole school calculation policy need to be adapted or changed in any way?


CALCULATORS

Aims of the session:To use a calculator effectively as a

teaching and learning resource.To use a calculator as a tool for

calculations.


Where are you now?

• In terms of the use of the calculator, what is your present position?

- Do you have a policy on the use of the calculator?

- Do staff understand the different skills they are expected to teach?


Getting to know your calculator

Task: Predict the answers to the key sequences and note them in the ‘final display’ column.

When you have completed all the questions, check the answers and if necessary amend the final display.

Write down what the calculator is doing and any relevant features in the ‘comments’ column.


Using the Memory

Task: Work through the key sequences to confirm how the memory works.

A calculator’s memory is simply a store that holds a number while other calculations are carried out. The memory keys on the type of calculator used in KS2 are usually labelled.


Using a calculator to support teaching and learning

• Recognising numbers• More and less• Place value• Pattern• Understanding of the relationship

between decimals and division, and the equivalence of fractions and decimals.


The role of the calculator as a tool to carry out calculations in problem solving

• Real-life or everyday problem solving

• Mathematical problem solving


Calculator skills

Task: In pairs look at the ‘Calculator’ guidance paper and identify the skills which children need to acquire in Y4, 5 and 6.

What are the implications for your school in general?


Implications

• How comfortable are you with the renewed framework approach to using a calculator?

• How comfortable do you feel in supporting your staff?

• Make a note of implications for your school.


Gap task

• Share the key messages of the two guidance papers (Calculation and use of the calculator) with staff.

• Identify any changes that need to be made to practice throughout the school.

• Identify any changes with regards to whole school policies.

Documents

© Crown copyright 2006 The Primary Framework for Mathematics Day 2 Calculation and calculators