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Transcript of Listening to you, working for you Helping your child with mathematical reasoning at home March...
Listening to you, working for you www.bexley.gov.uk
Helping your child with mathematical reasoning at home
March 2015
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National Curriculum The national curriculum for mathematics
aims to ensure that all pupils: become fluent in the fundamentals of
mathematics, reason mathematically can solve problems
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Development Matters EYFS Overlap in many aspects of the ‘Good Levels of
Development’
Thinking and reasoning skills are crucial to the characteristics of effective learning:
creating and thinking critically to communication and language, understanding and
speaking
Developed alongside the mathematics.
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What is reasoning in mathematics? Reason mathematically in mathematics is:
following a line of enquiry,
conjecturing relationships and generalisations, developing an argument,
justification or proof using mathematical language.
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Why should you help your child to reason?
Research by Nunes (2009) says that ‘ability to reason mathematically is the most important factor in a pupil’s success in mathematics…Such skills support deep and sustainable learning and enable pupils to make connections in mathematics’.
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Creating and thinking critically at home Model being a thinker, showing that you don’t always
know, are curious and sometimes puzzled, and can think and find out
Encourage divergent thinking: what else is possible
Value questions, and many responses, without rushing towards answers too quickly.
Support your child’s interests over time, remind them of previous approaches and encourage them to make connections between their experiences
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continued Model the creative process, showing your
thinking in as many possible ways forward Give reasons rather than directive ‘rules’ for
any limits on your child’s activities Be a sensitive conversational partner and
co-thinker Show and talk about strategies - how to do
things – include problem solving, thinking and learning.
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Challenge your child to think and talk about their own learning process with questions such as:
How did you do that?
How else could you have done that?
What could you do when you are stuck on that?
Convince me you are correct.
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Reasoning in stories
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Toys
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What do we have in common? What do we have in
common? Sort into group – no
more than two to start with
Tell you why they have sorted them that way (Identify characteristics of each set)
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Animals
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Family photos
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Food
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Puzzles and problems
Suduku
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Games
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Walking to school How shall we travel to school today? Why? Which route do you want to take? Why? Which will be the quickest? Which will be the
slowest?
Which car do you like? Why not this one? How are these cars similar? How are these cars different?
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In the kitchen Which is more, 1.7kg of apples or 1007g of
apples? Which is more, 1.25kg of apples or 1025g of
apples? Decisions, decisions: which is the best
container to store a drink in? Which spoon would you eat soup with?
Why? Which piece of crockery would you eat a
piece of cake from? Why?
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Getting dressed Get three items of clothing out that are
appropriate for different seasons. Which top would be best worn on a sunny
day? Which top would be best worn on a winter’s day? Why?
Decisions, decisions
Compare using size, colour
Use, material, parts and shape
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What’s the time True or False? There are more hours in a
day than minutes in an hour. True or false? There are more days in
February than there is in March.
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In the bath Explore: The taller the
container, the more water it holds.
Is it always true, sometimes true or never true.
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What is the same? What is different?
What is the same and what is different about a:
Number line and a clock
Number line and a thermometer
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Money problems How to Live Forever’ costs £5.50 plus VAT in
Waterstones or £6.60 minus a 10% discount in WHS. Which shop is it the cheapest in?
The smaller the coin the lesser the value?
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True or False
Odd + odd + odd = odd
When adding 4 numbers, it doesn’t matter which order I add them up in.
If I start at the number 2 and count in 4’s I will say the number 32
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Sometimes, always or never
Multiplication always makes things bigger
Can you think of any multiplication you could do that would not make your starting number bigger?
What happens if you multiply by a negative number?
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Sometimes, always or never
When you multiply a number by ten you add a zero?
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Times tables Explore the
relationships between the different times tables for example 3 and 6, 4 and 8
Always true, sometimes true, never true?
9 x tables – digits add up to 9.
Is 153 in the 9 times table?
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Any questions?