East Hull Mathem

atics Collabor

ation Project

Wilberforce Sixth Form College

Andrew Marvell Business and

Enterprise College

Thanet Primary School

Spring Cottage Primary SchoolSimon Dav

e

Joanne, Layton, Gillian

Susan, Teresa

To what extent does making connections within mathematics aid the learning and how does it do so?

How does a lack of connections hinder learning?

What is the same and what is different?

This polygon is regular.

This polygon has exactly one obtuse

angle.

The diagonals of this polygon

are perpendicular.

This polygon has at least one pair of

parallel sides.

This is a trapezium.

This polygon has exactly 2

lines of symmetry.

These lines are perpendicular.

This shape has a diagonal.

This shape does not have a diagonal.

This is an angle.

This is not a proper angle.

This is a regular.

This is not regular.

What is a fraction?

What do students understand by a fraction?

What are the essentials in order to understand fractions?

What is ¾ ?

For 1/5 they colour 5 in.

They think that 1/2 and 2/1 are the same.

Saying double top and bottom for equivalent fractions is confusing because they associate doubling as getting bigger.

8 out of 27 year 4/5 children thought the shaded area was one half of the shape.

15 out of 27 year 4/5 children thought the shaded area was one quarter of the shape.

7 out of 27 year 4/5 children thought this was true.

1

2

2

1

3 out of 12 year 12 students thought this was true.

13 out of 27 year 4/5 children thought this was true.

4 out of 12 year 12 students thought this was true.

3

12

1 is bigger than

13 out of 27 year 4/5 children answered NO.

4 out of 12 year 12 students answered NO.

3

1

2

1

4

1

6

15

1

8

1

7

1

are all fractions. Do you know any more?If so then write them down :

9

8is shaded

‘Growth last quarter was 3.1%. It was actually a four month quarter.’

Justin King

Chief Executive of Sainsbury’s

Radio 4

10th October 2007

2

2

6sisin

xn

x

23

6

3

6

3

6

x

x

x

x

6322

64

What next?

Is there a problem with zero?

Write down the biggest number you can think of and the smallest.

What about numbers?

Zero – Is there a problem?

7 0 0 0 7 0 0

7 0

7

6 0 0 04 0 0 0

4 0 0

6 0 06 0

4 0

6

4

Make the number 7064

Zero – Is there a problem?

7 0 0 0

7 0 0

7 0

7

6 0 0 04 0 0 0

4 0 0

6 0 06 0

4 0

6 4

Make the number 7064

Zero – Is there a problem?

7 0 0 0

7 0 0

7 0

7

6 0 0 04 0 0 0

4 0 0

6 0 06 0

4 0

6 4

Make the number 7064

7 0 0 0

Zero – Is there a problem?

7 0 0

7 0

7

6 0 0 04 0 0 0

4 0 0

6 0 06 0 4 0

6 04

Make the number 7064

7 0 0 0

Zero – Is there a problem?

7 0 0

7 0

7

6 0 0 04 0 0 0

4 0 0

6 0 0

6 04 0

Make the number 7064

46

3 0 0 0

Zero – Is there a problem?

3 4 7 0

4 0 0

What do they make?

7

3 0 4 0 7

3 0 4 7 0 0 7 0 3 4

Read the number 8009.

Which is the biggest and why?

8704 8009 8084

Read the number 80703.

Zero – Is there a problem?

4400 4004 404 4040

Four thousand and forty

Four thousand and four

Four hundred and four

0404

Match up any that are the same.

Zero – Is there a problem?

When trying to find cards for 804006 they got frustrated because they could not find the 006 card to put onto the end.

Where in life do we use numbers as digits?

Maybe decimals are better – after all they use money all

the time!!

0.6 is the same as 6 because zeros don’t count for anything.

Use the number line to help you put these decimals on the number line:

2.1 1.46 2.091 12

Put 2.073 on the number line.

What is the misconception?

Where is the lack of understanding?

Strategies to overcome it?

Any other linked misconceptions?

853

Perimeter = 22430.11043.1

22553 2 132936 Any others that you

have come across.