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

© Crown copyright 2006 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?

© Crown copyright 2006 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.

© Crown copyright 2006 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?

© Crown copyright 2006 Guidance on calculation Practical/oral/mental activities Recording to support thinking Calculation methods Appropriate, efficient methods

© Crown copyright 2006 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.

© Crown copyright 2006 Using and applying mathematics Knowing and using number facts Counting and understanding number Calculating Understanding shapeMeasuring Handling data

© Crown copyright 2006 Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, relationships and calculating Progression and links between strands, blocks and units

© Crown copyright 2006 Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, relationships and calculating Using and applying mathematics Counting and understanding number Calculating Using and applying mathematics Knowing and using number facts Understanding shape Using and applying mathematics Measuring Handling data Using and applying mathematics Calculating Measuring Counting and understanding number Knowing and using number facts Calculating Understanding shape

© Crown copyright 2006 Oral and mental work The 6 Rs of oral and mental work: Rehearse Recall Refresh Refine Read Reason Has there been any change in emphasis in your school since day 1?

© Crown copyright 2006 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?

© Crown copyright 2006 Progression in calculation Sequencing task In 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?

© Crown copyright 2006 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.

© Crown copyright 2006 Subtraction Look at the approach to the teaching of subtraction from stage 1 to stage 3. 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.

© Crown copyright 2006 Multiplication Look at the approach to the teaching of multiplication from stage 1 to stage 6. 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.

© Crown copyright 2006 Division Look at the approach to the teaching of division from stage 1 to stage 5. 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.

© Crown copyright 2006 Implications Does your whole school calculation policy need to be adapted or changed in any way?

© Crown copyright 2006 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.

© Crown copyright 2006 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?

© Crown copyright 2006 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.

© Crown copyright 2006 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.

© Crown copyright 2006 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.

© Crown copyright 2006 The role of the calculator as a tool to carry out calculations in problem solving Real-life or everyday problem solving Mathematical problem solving

© Crown copyright 2006 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?

© Crown copyright 2006 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.

© Crown copyright 2006 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.