Transcript East Hull Mathematics Collaboration Project

East Hull
Mathematics
Collaboration
Project
Simon
Thanet Primary
School
Joanne, Layton,
Gillian
Spring Cottage
Primary School
Andrew Marvell
Business and
Enterprise College
Wilberforce Sixth Form
College
Susan,
Teresa
Dave
To what extent does making
connections within mathematics aid
the learning and how does it do so?
How does a lack of connections
hinder learning?
What is the same and what is different?
This polygon
is regular.
This polygon
has at least
one pair of
parallel sides.
This polygon The diagonals
has exactly of this polygon
one obtuse
are
angle.
perpendicular.
This is a
trapezium.
This polygon
has exactly 2
lines of
symmetry.
These lines are perpendicular.
This shape has a diagonal.
This shape does not have a diagonal.
This is an angle.
This is not a proper angle.
This is a regular.
This is not regular.
What is a fraction?
What do students understand by a
fraction?
What are the essentials in order to
understand fractions?
What is ¾ ?
For 1/5 they colour 5 in.
They think that 1/2 and 2/1 are the
same.
Saying double top and bottom for
equivalent fractions is confusing
because they associate doubling as
getting bigger.
8 out of 27 year 4/5 children thought
the shaded area was one half of the
shape.
15 out of 27 year 4/5 children thought
the shaded area was one quarter of
the shape.
1 2

2 1
7 out of 27 year 4/5 children thought
this was true.
3 out of 12 year 12 students thought
this was true.
1
3
is bigger than
1
2
13 out of 27 year 4/5 children thought
this was true.
4 out of 12 year 12 students thought
this was true.
1 1 1 1 1 1 1
2 4 6 3 5 8 7
are all fractions. Do you know any more?
If so then write them down :
13 out of 27 year 4/5 children
answered NO.
4 out of 12 year 12 students
answered NO.
8
9
is shaded
‘Growth last quarter was 3.1%. It
was actually a four month quarter.’
Justin King
Chief Executive of Sainsbury’s
Radio 4
10th October 2007
46
 23 6
2
2

2
x6 x6 6

 2
x3 x3 3
sin x
 six  6
n
What next?
What about numbers?
Write down the biggest number
you can think of and the smallest.
Is there a problem with zero?
Zero – Is there a problem?
Make the number 7064
40
700
7000
400
7
70
600
6000
60
6
4000
4
Zero – Is there a problem?
Make the number 7064
70 64
400
6000
700
600
4000
7
60
40
7000
Zero – Is there a problem?
Make the number 7064
70
4
6
400
6000
700
600
4000
7
60
40
7000
Zero – Is there a problem?
Make the number 7064
7 0 60 0
40
400
70
600
6000
4000
7
60
700
40
Zero – Is there a problem?
Make the number 7064
7000
70
7
6
4
6000
60
4000
700
600
40
400
Zero – Is there a problem?
What do they make?
7
3000
3470
304700
400
30407
7034
Zero – Is there a problem?
Read the number 80703.
Read the number 8009.
Which is the biggest and why?
8704
8009
8084
Zero – Is there a problem?
Match up any that are the same.
4400
4004
404
4040
Four
thousand
and forty
Four
thousand
and four
Four
hundred
and four
0404
When trying to find cards for 804006
they got frustrated because they
could not find the 006 card to put
onto the end.
Where in life do we use
numbers as digits?
Maybe decimals are better –
after all they use money all
the time!!
0.6 is the same as 6 because
zeros don’t count for anything.
Put 2.073 on the number line.
Use the number line to help you put
these decimals on the number line:
2.1
1.46
2.091
12
What is the misconception?
Where is the lack of understanding?
Strategies to overcome it?
Any other linked misconceptions?

3 58

1.43 10  1.430
Perimeter = 22
3  5  225
2
36  29  13
Any others that you
have come across.