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Speaking, Listening and Learning in Mathematics

Speaking, Listening and Learning in Mathematics

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For example: In mystery tables the digits <strong>in</strong> multiplication tables are replaced by letters. The taskis to work out which number is represented by each letter <strong>and</strong> why.In mixed up multiplication grids the multiplication tables from 1 x 1 to 9 x 9 are designed so thatrows <strong>and</strong> columns are <strong>in</strong> the wrong orders. Once aga<strong>in</strong> letters st<strong>and</strong> for the digits 0 – 9 <strong>and</strong> thetask is to crack the codeIn ‘Who wants to be a millionaire?’ provide a question <strong>and</strong> 4 possible answers to discuss. Theactivity can be made more fun by <strong>in</strong>corporat<strong>in</strong>g ‘Phone a friend’, ‘Ask the audience’ <strong>and</strong> ’50 / 50’.This game can reduce the pressure on less confident children <strong>in</strong> hav<strong>in</strong>g to calculate an answer atspeed. However it provides opportunities for them to discuss their th<strong>in</strong>k<strong>in</strong>g with peers, justify<strong>in</strong>g<strong>and</strong> communicat<strong>in</strong>g their reason<strong>in</strong>g.In ‘Always true, sometimes true, never true’ the activity requires pupils to articulate <strong>and</strong> justifytheir reason<strong>in</strong>g. Given a statement, decide whether it is always, sometimes or never true, justify<strong>in</strong>gyour reason<strong>in</strong>g with specific examples where possible. Statements such as: multiplication by apositive number makes positive numbers larger; the total of 2 consecutive numbers is always odd,divid<strong>in</strong>g a number by one half makes the answer twice as big….‘Guess my rule’ can be played as a whole class, <strong>in</strong> groups or <strong>in</strong> pairs. In each case, a po<strong>in</strong>tsystem could be <strong>in</strong>troduced, enabl<strong>in</strong>g children to w<strong>in</strong> more po<strong>in</strong>ts the fewer clues they require.Pupils can ask 10 questions, which have to be answerable with yes or no, to identify the chosennumber. With a limit of 10 questions, the children have to listen very carefully to each other <strong>and</strong>consider the most helpful type of question, so as not to waste their chances.Pupil/team A select a one or two stage rule (function mach<strong>in</strong>e). Pupil/team B provides a suggested<strong>in</strong>put number. Pupil/team A respond with the correspond<strong>in</strong>g output number. Pupils then try toidentify the rule which has changed the <strong>in</strong>put to the output. Pupils cont<strong>in</strong>ue to suggest <strong>in</strong>putnumbers <strong>and</strong> receive the correspond<strong>in</strong>g output number until they are able to correctly identify therule. Pupils may come to realise that the rule is easier to identify if they use a strategy eg. try low,consecutive numbers‘Just a m<strong>in</strong>ute’Ask children to take turns to talk for just a m<strong>in</strong>ute on an aspect of calculat<strong>in</strong>g eg How do you checkyour answers? Do you prefer addition or subtraction calculations - why?Take a st<strong>and</strong>Put a statement <strong>in</strong> the middle of a group of children. Give each child their name card. Children toput their name card as close / far away from the statement depend<strong>in</strong>g on how confident they are <strong>in</strong>say<strong>in</strong>g someth<strong>in</strong>g about the statement.e.g the sum of any 3 consecutive numbers is divisible by 3.They could agree / disagree with this statementThey could def<strong>in</strong>e consecutive or divisible.They could give examples.Is very important that all children are encouraged to speak <strong>and</strong> listen, so even if they can th<strong>in</strong>k ofnoth<strong>in</strong>g orig<strong>in</strong>al to say, they can still repeat what another child has said <strong>and</strong> agree / disagree withit.Ensure all children know the rules for speak<strong>in</strong>g <strong>and</strong> listen<strong>in</strong>g - establish ground rules first:• no talk<strong>in</strong>g when someone else is talk<strong>in</strong>g• only speak when you are hold<strong>in</strong>g the 'microphone' (could be a ‘pencil’)• th<strong>in</strong>k about what the person is say<strong>in</strong>g <strong>and</strong> ask yourself if you agree or disagree3

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