Four operations of fractions by folding paper | mhorley

Another idea from Mike Ollerton’s workshops.  This file gives a pretty comprehensive explanation of the activity, which starts like this:

I have used a similar task before but I realised that I had missed a key step which is to label each fraction after folding:

The file then goes on to describe how to use this for demonstrating all four operations: add, subtract, multiply, divide. It’s a lovely way of reinforcing the concept of equivalent fractions at every stage.

My only reservation with this task is that doing the folding in the first place might be a barrier for some learners….

Continue reading at:

http://ift.tt/2qYlHXK

Four operations of fractions by folding paper | mhorley

Another idea from Mike Ollerton’s workshops.  This file gives a pretty comprehensive explanation of the activity, which starts like this:

I have used a similar task before but I realised that I had missed a key step which is to label each fraction after folding:

The file then goes on to describe how to use this for demonstrating all four operations: add, subtract, multiply, divide. It’s a lovely way of reinforcing the concept of equivalent fractions at every stage.

My only reservation with this task is that doing the folding in the first place might be a barrier for some learners….

Continue reading at:

http://ift.tt/2qYlHXK

Just follow these steps and you’ll be OK at Enlargements | mhorley

Here’s a statement which I don’t think will be too controversial – I would have thought maths teachers the world over would agree with this:
I want my students to gain a deep understanding of the mathematics, not just follow a procedure to get the right answer.

This is our aim. We don’t always get there. We have different ways of getting there. I have recently re-read this seminal paper by Skemp from 1976.

In it he talks about Relational Understanding, which I have generally thought of as understanding of concepts, and Instrumental Understanding, which I think of as understanding of…

Continue reading at:

http://ift.tt/2rMWeQP

Just follow these steps and you’ll be OK at Enlargements | mhorley

Here’s a statement which I don’t think will be too controversial – I would have thought maths teachers the world over would agree with this:
I want my students to gain a deep understanding of the mathematics, not just follow a procedure to get the right answer.

This is our aim. We don’t always get there. We have different ways of getting there. I have recently re-read this seminal paper by Skemp from 1976.

In it he talks about Relational Understanding, which I have generally thought of as understanding of concepts, and Instrumental Understanding, which I think of as understanding of…

Continue reading at:

http://ift.tt/2rMWeQP

Interleaving Algebra and Perimeter | mhorley

Over the last couple of years we have organised our Year 7 curriculum so we do some introductory algebra early on.  Forming expressions from words and collecting like terms, would be topics that I would put in the introductory bucket. The benefit of this is that it can be interleaved into various other topics to extend thinking and promote generalising.  Perimeter is an example of this, when we can give side lengths letters instead of numerical values.

An alternative to presenting a bunch of text-book type questions is to investigate a simple 4 piece Tangram, as described in this task from…

Continue reading at:

http://ift.tt/2sgRVdN

Interleaving Algebra and Perimeter | mhorley

Over the last couple of years we have organised our Year 7 curriculum so we do some introductory algebra early on.  Forming expressions from words and collecting like terms, would be topics that I would put in the introductory bucket. The benefit of this is that it can be interleaved into various other topics to extend thinking and promote generalising.  Perimeter is an example of this, when we can give side lengths letters instead of numerical values.

An alternative to presenting a bunch of text-book type questions is to investigate a simple 4 piece Tangram, as described in this task from…

Continue reading at:

http://ift.tt/2sgRVdN

Birth Date Values | mhorley

One of the great things about my role(s) this year is that I have had the opportunity to meet some fantastic Maths teachers and educationalists and last week I hosted Mike Ollerton for two separate events.  Mike has made many significant contributions to Mathematics education over the years and he has kindly permitted me to write about the ideas he shared with us last week. This is the first of a series of posts.

This is a simple activity that feels quite fun and personal but could lead to some rich discussions. Mike’s description of it is here:

After going round the class, asking…

Continue reading at:

http://ift.tt/2rmPSqi