Consecutive sums/teaching approach - Revision history

Caroline.jestaz at 14:56, 29 October 2012

2012-10-29T14:56:44Z

← Older revision		Revision as of 14:56, 29 October 2012
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	This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.		This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

	The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the [http://nrich.maths.org ~~nrich~~ website] are widely applicable to other problems too.		The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the [http://nrich.maths.org NRICH website] are widely applicable to other problems too.

Caroline.jestaz at 14:20, 29 October 2012

2012-10-29T14:20:59Z

← Older revision		Revision as of 14:20, 29 October 2012
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	This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.		This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

	The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the [http://nrich.maths.org nrich website] are widely applicable to other problems too.		The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the [http://nrich.maths.org nrich website] are widely applicable to other problems too.

Caroline.jestaz at 14:20, 29 October 2012

2012-10-29T14:20:35Z

← Older revision		Revision as of 14:20, 29 October 2012
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	This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.		This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

	The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the ~~nrich website (~~nrich.maths.org) are widely applicable to other problems too.		The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the [http://nrich.maths.org nrich website] are widely applicable to other problems too.

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:34:14Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:34, 28 September 2012
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	By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.		By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.

	This lesson gives pupils an opportunity to engage in {{~~tag~~\|mathematical thinking}} and develop their {{~~tag~~\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.		This lesson gives pupils an opportunity to engage in {{teachtag\|mathematical thinking}} and develop their {{teachtag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

	The plan suggests several {{~~tag~~\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{~~tag~~\|assessment}} ideas, using other pupils' solutions from the nrich website (nrich.maths.org) are widely applicable to other problems too.		The plan suggests several {{teachtag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{teachtag\|assessment}} ideas, using other pupils' solutions from the nrich website (nrich.maths.org) are widely applicable to other problems too.

Rf366 at 08:05, 16 September 2012

2012-09-16T08:05:27Z

← Older revision		Revision as of 08:05, 16 September 2012
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	~~Tackling an extended problem is difficult.~~ By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward.		By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.

	This lesson gives pupils an opportunity to engage in {{tag\|mathematical thinking}} ~~through working on developing~~ their {{tag\|higher order}} thinking skills ~~using~~ a problem that is accessible but which has ~~a number of interesting features (such as~~ the ~~link between diagrammatical~~ and numerical ways ~~of presenting the problem)~~.		This lesson gives pupils an opportunity to engage in {{tag\|mathematical thinking}} and develop their {{tag\|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

	~~This~~ plan ~~gives~~ several {{tag\|visualisation}}~~/display~~ methods to present ~~what is~~ the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways ~~of allowing~~ the pupils to ~~make~~ links between ~~them~~. The {{tag\|assessment}} ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems ~~and situations~~ too.		The plan suggests several {{tag\|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{tag\|assessment}} ideas, using other pupils' solutions from the nrich website (nrich.maths.org) are widely applicable to other problems too.

SimonKnight at 14:59, 10 August 2012

2012-08-10T14:59:18Z

← Older revision		Revision as of 14:59, 10 August 2012
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	Tackling an extended problem is difficult. By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward.		Tackling an extended problem is difficult. By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward.

	This lesson gives pupils an opportunity to engage in {{tag\|mathematical thinking}} through working on developing their {{tag\|~~problem solving~~}} skills using a problem that is accessible but which has a number of interesting features (such as the link between diagrammatical and numerical ways of presenting the problem).		This lesson gives pupils an opportunity to engage in {{tag\|mathematical thinking}} through working on developing their {{tag\|higher order}} thinking skills using a problem that is accessible but which has a number of interesting features (such as the link between diagrammatical and numerical ways of presenting the problem).

	This plan gives several ~~ways of presenting and~~ {{tag\|~~visualising~~}} what is the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways of allowing the pupils to make links between them. The {{tag\|assessment}} ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too.		This plan gives several {{tag\|visualisation}}/display methods to present what is the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways of allowing the pupils to make links between them. The {{tag\|assessment}} ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too.

SimonKnight: Created page with "Tackling an extended problem is difficult. By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar ..."

2012-08-10T14:57:54Z

Created page with "Tackling an extended problem is difficult. By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar ..."

New page

Tackling an extended problem is difficult. By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward.

This lesson gives pupils an opportunity to engage in {{tag|mathematical thinking}} through working on developing their {{tag|problem solving}} skills using a problem that is accessible but which has a number of interesting features (such as the link between diagrammatical and numerical ways of presenting the problem).

This plan gives several ways of presenting and {{tag|visualising}} what is the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways of allowing the pupils to make links between them. The {{tag|assessment}} ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too.