If children are to understand the deeper structures, then they need to know the deeper structures. April 4, at 6: This is my classroom. Children need knowledge of the structures of problems, just like we teach them the structures of stories. English Remnant World What can a middle aged English teacher possibly find to write about? Notify me of new comments via email. Plus, worked or partially worked examples are powerful in showing children how to grapple with a problem:

Create a free website or blog at WordPress. Reblogged this on educatingthoughts and commented: Filling the pail “Education is not the filling of a pail, but the lighting of a fire. Are there only three possible types of problems, or are the three outlined the only ones? This site uses cookies.

Your approach looks great. Hopefully, if they can identify the whole and parts, then they will be clearer about what calculation they need to do to solve the problem! Questioning My Metacognition Trying to be a better teacher.

The child learns right from the start where the numbers go in the family depending on the problem. Underlining key words may solvjng be useful by there is often ambiguity in the wording used.

February 25, at 9: I think a combination of knowledge of the part — whole mode plus stories is a great way of understanding problem structures. With year 1, I found last year that pupils needed to be explicitly shown how subtraction relates to stories where we know the whole and one oslving and we need exaples find the other part. Math with Bad Drawings Lover of math. Underlining key words may well be useful by there is often ambiguity in the wording used.

Do they solely work on sorting by deep structure or do they solve the problems too? Math with Bad Drawings Lover of math.

Bar models are great here. Children can then have a go on their own. Here is a similar approach when showing children the structures of problems involving ratio: Vocabulary Ninja “Words unlock the doors to a world of understanding.

You are commenting using your Facebook account. This site uses cookies. Something similar for additive reasoning could well work in key stage 1. Excellent and very useful blog.

# Throwing out that old RUCSAC | This is my classroom

Now I can go into school with an actual replacement idea to share examppes staff! Notify me of new posts via email. Note that a deliberate difficulty built into this practice is that the problems are all similarly worded. In the first instance, a little guided practice is on order: Reblogged this on The Echo Chamber.

Fill in your details below or click an icon to log in: April 6, at 9: Fill in your details below or click an icon to log in: Hopefully, if they can identify the whole and parts, then they will be clearer about what calculation they need to do to solve the problem! Hopefully, if they can identify the whole and parts, then they will be clearer about what calculation they need to do to solve the problem! TomNeedham Thoughts about teaching.

Filling the pail “Education is not the filling of a pail, but the lighting of a fire. Email Address never made public. Here is a similar approach sllving showing children the structures of problems involving ratio: By modelling the thinking behind this and relating the wording used in the problem to the bar models, children can be shown the three deep structures.