Number walls

The teacher presented the children with a number wall and asked them to decide which number should be at the top. As the placement of the numbers made each wall harder to solve, the teacher explained and reinforced the connections between numbers. The children reasoned why they might use subtraction and also when they might use addition.

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Dong nao ting – use your mind

The children were given examples and non examples and had to identify which was correct. Following that, the teacher displayed an advert and the children worked collaboratively to devise equations and corresponding word problems.

Using the same number within different contexts made the children think mathematically about what each number represented. For example 27×3=81 in comparison to 27 / 9 =3. What does 27 represent?

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Stem sentences

The children verbally rehearsed the elements of each equation identifying the interplay for example – unit price x quantity = total, quantity = total divided by unit price. The children’s number fluency allowed them to make immediate connections.

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Buy, buy, buy!

Once again a real life context provided interest and motivation to learn. The children loved sharing their homework which was to bring in a till receipt. The class teacher drew the children’s attention to the relationship between unit price, quantity and total price.

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Language for learning

Conceptual variation provides different representations, deepening children’s understanding of the relationship between the radius and the circle. Examples and non examples of a radius were provided to draw attention to its properties.

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Children then discussed why a fixed central point is important in a circle and related this to transport and a bumpy ride home.