To develop an understanding of how numbers may be described and categorised in different ways To develop an awareness of the significant relationships between numbers and the properties they possess To begin to develop an understanding of how mathematical reasoning can be communicated 1

How many squares? 2

ShapeHow many 1x1 squares? How many 2x2 squares? How many 3x3 squares? N 3

‘Having a feel for number’ ‘ Our confidence in responding to numbers in everyday situations where they occur will be improved enormously by being aware of the significant relationships between them; and by recognising at a glance which properties they possess and which they do not. And the more we are aware of properties like multiples, factors and primes, the more we learn to delight in the patterns and fascination of number’ (p.118). Haylock,D. (2001) Mathematics Explained for Primary Teachers. London: Sage 4

Sample some seminar notes and ISTs Do they cover:  Just copies of ppts and activities for the classroom Or do they offer  Notes to support your own subject knowledge  What children will learn and how  The language issues  The models and images that can be used 5

Independent study task Reflect on the mathematics module so far.  Consider how your own learning has developed and how you might draw on some of the approaches to learning demonstrated by your tutor to promote effective learning in your classroom. For example:  How might models and images (including story books) be used?  What is the role of talk?  How might positive attitudes towards mathematics be encouraged? 6