Ms.

Green’s 2nd Grade March 2021

Math Class Newsletter

This Photo by Unknown Author is licensed under CC BY-NC

Dear Parents & Guardians,

I am writing you in hopes that you
are in good spirits this month! I
NCTM’s Position:
wanted to inform you of the exciting The National Council of
things we have been learning about
in math class for the past month.
Teachers of
Mathematics (NCTM)
In February students learned how to (2015) says hat digital
estimate the sums and differences and physical tools in
when adding and subtracting. We
have now moved on to learning how
the classroom are
to recognize relationships in beneficial for students
addition and subtraction through and educators.
single step problems. I plan on
introducing calculators as a part of
this lesson.
“Technology is an
essential tool for
There is a big debate on whether teaching and learning
calculators belong in the classroom mathematics
and I wanted to explain all the
benefits of using one, as well as
effectively.” -NCTM
addressing any concerns that you
may have about your child using
one. When technology is
Included in this newsletter will be used in tactical way, it
information on the pros and cons of will help with learning
calculators, including The National mathematics, as well as
Teacher of Mathematics’ position on the teacher successfully
calculators, my viewpoint on them, teaching it to the
and I have included a fun activity in
students.
a section for you and your child
titled “Parent’s Corner”!
 According to McCauliff (N.D.), calculators have been around for many years but began making their
way into classrooms during the early 1980’s. Since then many people have argued if calculators are
harmful or helpful for students.

The Good & Bad About Calculators

Pros: Cons:
✓ The use of calculators in the classroom  If teachers do not properly teach
cannot replace adequate instruction, but it students how to use a calculator could
can help to enhance it (NCTM, 2000). ultimately hurt students (McCauliff).

✓ Calculators should be in the classroom,  When students are taught to rely on a

but only if they are used correctly during calculator, they will lack confidence to
instruction (NCTM, 2000). do math without one (McCauliff).

✓ According to McCauliff “Students will be
able to spend more time solving problems
conceptually.”
 If children are introduced to calculators So you may be asking
too early, they may not learn
yourself:
computational algorithms (McCauliff).

✓ Researchers found that students who use  The cost of calculators can prevent “Why does my child
calculators “possessed a better attitude students from doing homework at need to learn how to
toward mathematics.” (McCauliff). home if they cannot afford to buy one use a calculator?”
(The SHARE Team, 2018).
✓ Students who are taught the correct way
to use a calculator will “enhance [their] I will give you my view
number sense, conceptual development, on this topic and try to
and visualization.” (McCauliff). answer this question in
✓ Using a calculator “removes tedious busy the section below.
work, allowing students to focus on math
concepts that matter (Jonr, 2018).

Prior to my decision on whether or not to incorporate calculators in my classroom I was skeptical at how to go about
doing this. I knew that if not used properly students may not benefit from using them. I decided to explore and research
why this technology is beneficial versus not. I found that to better prepare students for the real world we must
introduce them to calculators in elementary school.

For instance, you will notice at most jobs calculators are great tools for employees. This does not mean that those
employees rely on a calculator but rather, it helps to enhance their abilities to be effective at their jobs. This would be
the same for my students. I would give them the tools they need to work through their math problems and allow them
to use a calculator once they have proven the understand the concepts.

Calculators help students when working at different levels of math, and they also allow for less mistakes when solving. I
want to show my students what they must know before they are introduced to a calculator so that they are better
prepared for understanding and learning mathematics. The main focus would be not should students be using
calculators, how they are using them (SCIMAST, 1998).
 How Will We Be Using Calculators in the Classroom?
We will begin using calculators daily to get the kids used to using one. I will
ensure that students know how to use both a handheld calculator and a
calculator on a computer. This is because as students move into 3 rd grade, they
will be using a calculator on the computer for the Math SOLs.

Since students learned how to estimate the sum and differences of problems last
month, I would continue to incorporate this into our use of the calculator. Our
main
.
goal is for students to be confident with adding and subtracting. They will
work their way up to the number 20 using whole number.

Students will always try to work their problems out using the methods they were
taught in class before resorting to a calculator. The calculator will be a tool for
helping them check and see if they are comprehending how to work out the
problems.

I will however incorporate calculator activities to help students become more

fluid with adding and subtracting. Here are just a few examples of the activities
that we will be using calculators with:

1. 2. For this worksheet students will try

predicting which number goes in the
blank, either by using addition or
subtraction, and then check themselves on
the calculator.
 The Parent’s Corner
Included in this section will be an activity for you
to use at home with your child or even for yourself!

Number Pattern Activity

Did you know you can use a calculator to find patterns between numbers?
You first start out by adding or subtracting two numbers on a calculator.
For example: When you type in 2+2 on the calculator, it equals 4. If you were
to hit equal again it will show 6, and so on. There is a pattern here! Can you
guess which one?

• Try to fill in the blanks below using the calculator:

4, __,10, __, 22, __, 34, __, 46, __, 58
What is the pattern?

• Try another pattern:

60, __, 52, __, 44, __, 36, __, 28, __, 20
What is the pattern?

• And one more:

0, __, 16, __, __, 40, 48, __, 64, 72
What is the pattern?

This activity helps to build on multiplication as well.

If you plan on using this activity with your child, just remember we are learning
how to add and subtract up to the number 20.
 References
Eisenhower Southwest Consortium for The Improvement of Mathematics and Science Teaching

(SCIMAST). (1998). Quick takes: Calculators in the classroom. Retrieved from

https://sedl.org/pubs/quick-takes/qt_calculators.pdf.

McCauliff, E. (N.D.). Retrieved from https://studylib.net/doc/7924249/the-calculator-in-the-

elementary-classroom

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.

National Council of Teachers of Mathematics. (2015). Retrieved from

https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Strate

gic%20Use%20of%20Technology%20July%202015.pdf

Jonr. (2018). "The benefits of using a calculator: In and out of the classroom” Retrieved from

http://www.calcunation.com/blogs.php/the-benefits-of-using-a-calculator-in-and-out-of-

the-classroom/

The SHARE Team. (2018). Calculators in math class: Pros and cons.

https://resilienteducator.com/classroom-resources/pros-and-cons-of-allowing-kids-to-use-

calculators-in-math-class/.