Calculators are not used in the tests for 11-year olds but they can still be a valuable part of a primary maths lesson to support children's learning. Here are some rich activities to try with your class using calculators. It is interesting that calculators are mainly considered as tools to make maths easier. However, there are many ways they can be used to explore mathematical patterns, to help solve problems and to actually add challenge and interest to maths practice.
Calculator constants
Use the constant x 10 on the calculator by inputting 10 x x = and then any number, such as 58.
In this case the answer will be 580, and when the = key is pressed repeatedly the answer is multiplied by 10 each time.
Pupils work in pairs, with one inputting 10 x x = and then their chosen number; the other predicting what the display will show when the equals key is pressed repeatedly. Take turns using other starting numbers.
Develop this activity by changing the constant to x 100, ÷10, ÷100…
Calculator target
One pupil gives a target number between 1000 and 10000 to a partner.
Using a calculator, they have three attempts to get close to the target by estimating and then multiplying two numbers together.
A total can be kept of the differences, the player with the lowest total being the winner.
Example:
Target: 2583
40×70 = 2800 35 x 70 = 2450 37 x 70 = 2590
Difference: 7
I don't see a problem with dropping calculators from the tests - two of the tests were always calculator free anyway.
However, where it did have an impact was in the message given by the then Education and Childcare Minister Elizabeth Truss that it was… “time to end the dependence on calculators to do basic maths.” She warned us that there is too much use of calculators in primary schools and “as a result children were not getting the rigorous grounding in mental and written arithmetic they needed to progress.”
However, where it did have an impact was in the message given by the then Education and Childcare Minister Elizabeth Truss that it was… “time to end the dependence on calculators to do basic maths.” She warned us that there is too much use of calculators in primary schools and “as a result children were not getting the rigorous grounding in mental and written arithmetic they needed to progress.”
Forbidden keys
Choose a calculator key which pupils are forbidden to use, for example 8.
Set several number problems which contain this ‘forbidden’ number.
48 + 81 183 – 86 16 x 8 48 x 89
83 x 8 160 ÷ 8 828 ÷ 4 88 ÷ 8
Challenge pupils to find different ways of solving each problem without touching the forbidden key.
This implied that the use of calculators in the primary classrooms was the problem.
I totally disagree with this reasoning. Problems with basic skills are far more likely to be caused by an over-dependence on fingers to add and subtract (but I’m not advocating getting rid of fingers!) and an over prescriptive curriculum that doesn’t allow flexibility to practice and reinforce skills and concepts.
I totally disagree with this reasoning. Problems with basic skills are far more likely to be caused by an over-dependence on fingers to add and subtract (but I’m not advocating getting rid of fingers!) and an over prescriptive curriculum that doesn’t allow flexibility to practice and reinforce skills and concepts.
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Making one small change within a repetitive task reveals a pattern
Teaching maths with procedural variation to help understanding
Making one small change within a repetitive task reveals a pattern
The CAN project (Calculator Aware Number) brilliantly led by Hilary Shuard in the late 80s created a spark of interest in their use with the philosophy that “Children should be allowed to use calculators in the same way as adults use them: at their own choice, whenever they wish to do so.”
However, since those heady days their use has been limited. It is a shame, as they are a fantastic source of investigative and pattern work, as well as a tool to help solve problems. Of course they should never replace quick recall of facts or mental calculation strategies, but neither should teachers and children stop using them.
However, since those heady days their use has been limited. It is a shame, as they are a fantastic source of investigative and pattern work, as well as a tool to help solve problems. Of course they should never replace quick recall of facts or mental calculation strategies, but neither should teachers and children stop using them.
Further reading
NRICH Calculating the difference
A discussion of the use of calculators in the primary classroom
NRICH Calculating the difference
A discussion of the use of calculators in the primary classroom
Calculators, Children and Mathematics (Primary initiatives in mathematics education)
by Hilary Shuard. this was available through Abe Books and Amazon.