Mike Cooper 290116 Starter activity Which number does not belong 15 23 20 25 Harder Starter activity If 03 x 05 015 is 03 x 02 06 Why reason When is reasoning needed ID: 556216
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Slide1
Reasoning in Maths
Mike Cooper29/01/16Slide2
Starter activity
Which number does not belong?
15
23
20
25Slide3
(Harder?) Starter activity
If 0.3 x 0.5 = 0.15
is 0.3 x 0.2 = 0.6?Slide4
Why reason?
When is reasoning needed?
Thinking about your Maths
lessons
?Slide5
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
The national curriculum for mathematics aims to ensure that all pupils:Slide6
CTM – September 2015Slide7
The national curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accuratelySlide8
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
The national curriculum for mathematics aims to ensure that all pupils:Slide9
AO1: Use and apply standard techniquesStudents should be able to:
accurately recall facts, terminology and definitionsuse and interpret notation correctlyaccurately carry out routine procedures or set tasks requiring multi-step solutions.
AO2: Reason, interpret and communicate mathematicallyStudents should be able to:make deductions, inferences and draw conclusions from mathematical information
construct chains of reasoning to achieve a given resultinterpret and communicate information accuratelypresent arguments and proofsassess the validity of an argument and critically evaluate a given way of presenting information.
AO3: Solve problems within mathematics and in other contexts
Students should be able to:
translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
make and use connections between different parts of mathematics
interpret results in the context of the given problem
evaluate methods used and results obtained
evaluate solutions to identify how they may have been affected by assumptions made.
Assessment objectives – GCSE MathsSlide10
Why reason?
When is reasoning needed?
Thinking about your Maths
lessons
?Slide11
When is reasoning needed?
When encountering a new challenge
When logical thinking is neededWhen a range of starting points is possibleWhen there are different strategies to solve a problemWhen there is missing informationWhen problem solvingWhen there is more than one solutionSlide12
Examples of reasoning opportunities
In pairs/threes Have a go at one of the tasks on your table
10 minutes
STOPSlide13
When is reasoning needed?
When encountering a new challenge
When logical thinking is neededWhen a range of starting points is possibleWhen there are different strategies to solve a problemWhen there is missing informationWhen problem solvingWhen there is more than one solution
Feedback?Slide14
Progression in reasoning
DescribingExplaining
ConvincingJustifyingProving
Verbal or Written?Slide15
Why reason?
When is reasoning needed?
Thinking about your Maths
lessons
?Slide16
Getting started?
Nrich SoW/WebsiteEYFS & KS1
KS2KS3 & KS4National Strategies books (Primary)
Challenges BookReasoning in NumberTeam teach?Slide17
Any Questions?
Give out the handout
m.r.cooper@hull.ac.uk