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The Maths environment

The Maths environment. December 2011. The maths environment. Consider how the brain thinks. • Use this knowledge to reflect on ways to make our teaching more effective and accessible . Think, pair, share – no intimidating stare!.

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The Maths environment

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  1. The Maths environment December 2011

  2. The maths environment • Consider how the brain thinks. • • Use this knowledge to reflect on ways to • make our teaching more effective and • accessible.

  3. Think, pair, share – no intimidating stare! • On your own – How many of the 50 States of America can you write down – 1 min. • In pairs – 30 seconds • In a group of 4 – 30 seconds

  4. Think, pair, share – no intimidating stare!

  5. Think, pair, share – No intimidating stare! • Calculate the following: • a) 28 + 13 • b) 53 – 29 • c) 12 x 5 • d) 120 ÷ ½

  6. Think, pair, share – no intimidating stare! • How can we explain 120 ÷ ½ ? • 120 ÷ 2 = • 120 ÷ 1 = • 120 ÷ ½ =

  7. Key ‘big’ ideas • • Talking unlocks understanding • • Maths is an art, a science and a language • – we should treat it as such • • We should encourage ‘pattern-spotting’ • over ‘rule following’ every time. • • Connections

  8. Think, pair, share – no intimidating stare! How did you feel doing those activities on your own? How did it help to share with a partner and a group?

  9. The Brain Thinks in Images • • Study the following groups of letters: • • Giraffe • • Mud • • Haggis • • What did your brain do?

  10. Some great things to remember • Confidence ►persistence ► success ► confidence • ‘Whether you think you can or whether you think you • can’t , you’re probably right’ • A GOOD mathematician – person who has all the right questions

  11. Table top activities • Chose a number tile and find two friends to sit with. Find a way of making each number the odd one out. – 3 minutes + feedback. • Think of a number – use whiteboard pens to eliminate what it isn’t

  12. Fractions activity – laptop closed / book closed • Think of a number

  13. Barrier game – draw a picture, get people to come up and describe in maths language where to draw the next shape. • In conclusion – give lots of opportunities for children to do speaking and listening games in an active environment

  14. The maths environment • What does our maths environment look like?

  15. Maths survey • Please complete questions

  16. Maths morning / afternoon • What would it look like? • Small group, one per key stage to organiseit. • End of February to mid March.

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