Continuing to try to rid ourselves of ACARA irritants, the following are the “calculator” elaborations from Year 1 – Year 6 Number and Algebra (sic):

**YEAR 1**

*using the constant function on a calculator to add ten to single digit numbers, recording the numbers to make, show and explore the patterns in a 0 – 100 chart*

*with the use of a calculator, exploring skip-counting sequences that start from different numbers, discussing patterns*

*modeling skip counting sequences using the constant function on a calculator, while saying, reading and recording the numbers as they go*

**YEAR 2**

**interpreting an everyday situation, for example, shopping or a story and deciding whether to use addition or subtraction to solve the problem; justifying the choice of operation and an appropriate number sentence to input into a calculator to solve it, for example ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’**

**YEAR 3**

**using the constant function on a calculator to explore the effect of adding or subtracting ones, tens, hundreds, thousands or tens of thousands to/from numbers that include nines or zeros in different places, for example, 49 999 add 1 or add 100, 500 000 subtract 10 or 100**

**choosing to represent a situation with an open subtraction number sentence and using the inverse relationship to solve the problem with addition on a calculator, for example, ‘I had some money and then spent $375, now I have $158 left. How much did I have to start with?** □**– $375 = $158, could be solved by $375 + $158 = □**

**exploring and explaining the inverse relationship between addition and subtraction, using this to find unknown values on a calculator, for example, solving 27 + □ = 63 using subtraction, □**** = 63 – 27**

**YEAR 4**

*using a calculator to explore the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart and explaining patterns noticed*

*using a calculator or other computational tool to explore the effect of multiplying numbers by multiples of ten, recording results in a table or spread sheet and explaining the patterns noticed, for example, multiplying 5 x 10, 5 x 20, 5 x 30, 5 x 40, 5 x 50, 5 x 60, 5 x 70, 5 x 80, 5 x 90, 5 x 100 and recognising the pattern of 5 x the first digit*

*choosing between a mental calculation or a calculator to solve addition or subtraction problems, using a calculator when the numbers are difficult or unfriendly and a mental calculation when the numbers can be connected to a familiar mental calculation strategy; reflecting on their answer in relation to the context to ensure it makes sense*

*interpreting everyday situations involving money, such as a budget for a large event, as requiring either addition or subtraction and solving using a calculator; recording the number sentence used on the calculator and justify the choice of operation in relation to the situation*

*creating a basic flowchart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term, including decisions, input/output and processing symbols; using a calculator to model the processing function, follow the algorithm and record the sequence of numbers generated, describing any emerging patterns*

**YEAR 5**

**interpreting an everyday situation to determine which operation can be used to solve it using a calculator; recording the number sentence input into a calculator and justify their choice of operation in relation to the situation**

**choosing between a mental calculation, the use of a calculator or spreadsheet (or similar) to solve a wide range of problems, for example, using a calculator or spreadsheets when the numbers are difficult, justifying their choice of operation and calculation method; reflecting on their answer in relation to the context to ensure it makes sense**

**using the constant function on a calculator to create and record a decimal pattern, for example, ‘If 0.4 m of material is required to make one cushion, how much is needed to make two, three, four or more?’; explaining the pattern and using it to say how much material is needed for six or more cushions**

**using a calculator or other computational tool and the relationship between factors and multiples to explore numbers, making and investigating conjectures**

**YEAR 6**

**representing a situation with a mathematical expression, for example, numbers and symbols such as 1 4 x 24, that involve finding a familiar fraction or percentage of a quantity; using mental strategies or a calculator and explaining the result in terms of the situation in question**

**deciding to use a calculator in situations that explore additive (addition and subtraction) properties of decimals beyond thousandths, for example, 1.0 – 0.0035 or 2.3456 + 1.4999**

**deciding to use a calculator in situations that explore multiplication and division of natural numbers being multiplied or divided by a decimal including beyond hundredths**

**calculating using efficient strategies such as mental calculations, spread sheets or similar, calculators or a variety of informal jottings; explaining the results in terms of the situation**

**using a calculator or spreadsheet to explore number patterns that result from multiplying or dividing, for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9…, 210 x 11, 211 x 211, 212 x 11…, 111 x 11, 222 x 11, 333 x 11…, 100 ÷ 99, 101 ÷ 99, 102 ÷ 99… **

I assume adding 10 to (positive) single digit numbers can only be done once. Then all subsequent numbers are two digit.

ACARA is taking inspiration from the Simpsons

All this emphasis on calculators.

One of my students said yesterday – and I don’t lead my students on these issues – “Is this really maths? Where are times tables? Where are x’s and y’s? Why don’t they bring back the good old days?” Amen.