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Mathematics Calculation Policy 2017

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Mathematics Mastery Calculation Policy

A. Curtis 2017

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All pupils have the potential to succeed .

Rather than extend with new learning. They should deepen their conceptual understanding with challenging and varied problems.

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Purpose: To make teachers aware of the strategies that pupils should use through mental and written calculation.

To support teachers in identifying pictorial representations and concrete materials to help develop understanding.

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Mathematics is based around the principles of Concrete, Pictorial then Abstract.

CONCRETE = Using concrete objects to help children make sense of the concept or the problem; this can be anything from cubes, counters, straws or something else meaningful.

PICTORIAL = As child's experience and confidence grows, they use simple pictures and models to help them. These could be pictures of real objects they have used in the past.

ABSTRACT = Once a child has demonstrated that they have a solid understanding of the CONCRETE and PICTORIAL representations can the teacher introduce the ABSTRACT concept such as mahematical symbols.

A skilled teacher will go back and forth between all three stages to reinforce concepts.

Mathematical language should be carefully used and introduced to avoid confusion.

It is essential when children are speaking that teachers only accept what is correct.

Consult the language guide for what is appropriate.

Why

use ones instead of units?

Units are units of measure such as centimetres, grams, litres etc. Place value is so very important and needs to be explored in all its aspects, including positional, additive and multiplicative.

Using base 10 equipment a single cube has a value of one so you would ask questions like how many ones do you have, how many ones make one ten, how many tens make one hundred etc. Use 100s, 10s, 1s as our column headings instead of H T U when moving on to more formal recording.

To be flexible I would refer to the Diennes apparatus single cube as a 'unit' cube. Therefore the unit cube can then adopt whichever value you wish it to be. If the unit cube has a value of one then the stick of ten has a value of 10. If the unit cube has a value of one tenth then the stick of ten has a value of 1. This flexibiity enables pupils to use the multipicative relationship of the different diennes models and provides a tool for working with not just whole numbers but decimal numbers as well. However in terms of place value the positional value of the place to the right of the tens digit, this would be described as 'ones'.

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Mathematics Mastery Calculation Policy

Any Questions?

A. Curtis 2017

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