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East Hull Mathem
atics Collabor
ation Project
Wilberforce Sixth Form College
Andrew Marvell Business and
Enterprise College
Thanet Primary School
Spring Cottage Primary SchoolSimon Dav
e
Joanne, Layton, Gillian
Susan, Teresa
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 exactly one obtuse
angle.
The diagonals of this polygon
are perpendicular.
This polygon has at least one pair of
parallel sides.
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.
7 out of 27 year 4/5 children thought this was true.
1
2
2
1
3 out of 12 year 12 students thought this was true.
13 out of 27 year 4/5 children thought this was true.
4 out of 12 year 12 students thought this was true.
3
12
1 is bigger than
13 out of 27 year 4/5 children answered NO.
4 out of 12 year 12 students answered NO.
3
1
2
1
4
1
6
15
1
8
1
7
1
are all fractions. Do you know any more?If so then write them down :
9
8is 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
2
2
6sisin
xn
x
23
6
3
6
3
6
x
x
x
x
6322
64
What next?
Is there a problem with zero?
Write down the biggest number you can think of and the smallest.
What about numbers?
Zero – Is there a problem?
7 0 0 0 7 0 0
7 0
7
6 0 0 04 0 0 0
4 0 0
6 0 06 0
4 0
6
4
Make the number 7064
Zero – Is there a problem?
7 0 0 0
7 0 0
7 0
7
6 0 0 04 0 0 0
4 0 0
6 0 06 0
4 0
6 4
Make the number 7064
Zero – Is there a problem?
7 0 0 0
7 0 0
7 0
7
6 0 0 04 0 0 0
4 0 0
6 0 06 0
4 0
6 4
Make the number 7064
7 0 0 0
Zero – Is there a problem?
7 0 0
7 0
7
6 0 0 04 0 0 0
4 0 0
6 0 06 0 4 0
6 04
Make the number 7064
7 0 0 0
Zero – Is there a problem?
7 0 0
7 0
7
6 0 0 04 0 0 0
4 0 0
6 0 0
6 04 0
Make the number 7064
46
3 0 0 0
Zero – Is there a problem?
3 4 7 0
4 0 0
What do they make?
7
3 0 4 0 7
3 0 4 7 0 0 7 0 3 4
Read the number 8009.
Which is the biggest and why?
8704 8009 8084
Read the number 80703.
Zero – Is there a problem?
4400 4004 404 4040
Four thousand and forty
Four thousand and four
Four hundred and four
0404
Match up any that are the same.
Zero – Is there a problem?
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.
Use the number line to help you put these decimals on the number line:
2.1 1.46 2.091 12
Put 2.073 on the number line.
What is the misconception?
Where is the lack of understanding?
Strategies to overcome it?
Any other linked misconceptions?
853
Perimeter = 22430.11043.1
22553 2 132936 Any others that you
have come across.
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