Talking mathematically: communication and reasoning Tuesday 9 th - - PowerPoint PPT Presentation

Tuesday 9th October 2018 Mrs Asma Laher KS1 Leader and Maths Leader

Talking mathematically: communication and reasoning

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Aims

• Understand what reasoning ‘is’ and why it is so

important to secure mathematical understanding.

• Share practical classroom strategies to promote

and embed maths talk and reasoning across KS1.

• Explore ways in which reasoning can become

part of day-to-day teaching.

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National Curriculum

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Developing Discussion

Partner Talk Sentence starters to help children construct their argument Time for children to improve their expression Teacher modelling mathematical talk

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Sentence Starters to support reasoning and explanation

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Mathematical Talk

• Spot the mistake / Which is correct?
• True or false?
• What comes next?
• Do, then explain
• Make up an example / Write more

statements / Create a question / Another and another

• Possible answers / Other possibilities
• What do you notice?
• Complete the pattern / Continue the

pattern

• Missing numbers / Missing symbols /

Missing information/Connected calculations

• Working backwards / Use the inverse

/ Undoing / Unpicking

• Is he right or wrong? Prove it.
• What else do you know? / Why?
• Fact families If you know. . . What

else do you know?

• Convince me / Prove it / Generalising

/ Explain thinking

• Can you use apparatus/ draw a

picture/ write a calculation to prove your answer?

• Make an estimate / Size of an answer
• Discuss with your partner. Are they

always, sometimes or never true? Make sure you give examples.

• Can you find?
• What’s the same, what’s different?
• Which is the odd one out? Why?
• Another and another
• If this is the answer, what’s the

question?

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Assessment Notes

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Getting Terminology Right

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Maths Working Walls

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White Rose Hub Planning

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Marking and Feedback

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How are you going to tackle this?

What information do you have? What do you need to find

• ut or do?

What

• peration/s are

you going to use?

What equipment will you need?

What questions will you need to ask? How are you going to record what you are doing? What do you think the answer

• r result will be?

Will you do it mentally, with pencil and paper, using a number line? Why?

Encourage children to get started

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Can you explain what you have done so far?

What else is there to do?

Why did you decide to use this method or do it this way? Can you think of another method that might have worked? Do you think that this would work with other numbers?

What did you notice when…?

Why did you decide to

• rganise your

results like that? Are you beginning to see a pattern or a rule?

Have you thought of all the possibilities? How can you be sure?

Make positive interventions – encourage perseverance

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Can you describe the problem in your

• wn words?

Can you talk me through what you have done so far? What did you do last time? What is different this time?

Is there something that you already know that might help?

Could you try it with simpler numbers… fewer numbers… using a number line…?

What about putting things in order?

Would a table help, or a picture, diagram

• r graph?

Why not make a guess and check if it works? Have you compared your work with anyone else’s?

Stuck pupils - encourage perseverance

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How did you get your answer? What could you try next?

What are the key points or ideas that you need to remember for the next lesson?

Can you describe your method/pattern/ rule to us all?

Would it work with different numbers?

What have you learned or found

• ut today?

Can you explain why it works?

Is it a reasonable answer/result? How did you check it?

If you were doing it again, what would you do differently?

Draw conclusions

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Challenging the More Able

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Mathematical Reasoning

• Pupils understand core concepts and make connections.
• Think more critically about their work, justifying their

answers.

• Give reasons for their answers.
• Find patterns and relationships.
• Develop an argument and provide proof.
• Explain mathematical thinking.
• They think for themselves.
• Persevere with challenges, knowing they will succeed.
• They embrace the value of learning from mistakes and

false starts.

• They reason, generalise and make sense of solutions.
• Use mathematical language.

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Where to go for ideas?

• National Curriculum
• Maths white rose hub planning
• Teaching for Mastery booklet
• NCETM - progression in reasoning
• NCETM – National Curriculum tools and videos
• NRICH
• Maths Vocabulary

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alaher@hurst-park.surrey.sch.uk