2. East Hull Mathematics Collaboration Project

3. Wilberforce Sixth Form College Andrew Marvell Business and Enterprise College Thanet Primary School Spring Cottage Primary School Simon Dave Joanne, Layton, Gillian Susan, Teresa

4. 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?

5. What is the same and what is different?

6. 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.

7. These lines are perpendicular.

8. This shape has a diagonal. This shape does not have a diagonal.

9. This is an angle. This is not a proper angle.

10. This is a regular. This is not regular.

11. What is a fraction? What do students understand by a fraction? What are the essentials in order to understand fractions?

12. What is ¾ ?

13. 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.

14. 8 out of 27 year 4/5 children thought the shaded area was one half of the shape.

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

16. 7 out of 27 year 4/5 children thought this was true. 3 out of 12 year 12 students thought this was true.

17. 13 out of 27 year 4/5 children thought this was true. 4 out of 12 year 12 students thought this was true. is bigger than

18. 13 out of 27 year 4/5 children answered NO. 4 out of 12 year 12 students answered NO. are all fractions. Do you know any more? If so then write them down :

21. is shaded

22. ‘Growth last quarter was 3.1%. It was actually a four month quarter.’ Justin King Chief Executive of Sainsbury’s Radio 4 10 th October 2007

24. What next? Is there a problem with zero? Write down the biggest number you can think of and the smallest. What about numbers?

25. Zero – Is there a problem? 7 0 0 0 7 0 0 7 0 7 6 0 0 0 4 0 0 0 4 0 0 6 0 0 6 0 4 0 6 4 Make the number 7064

26. Zero – Is there a problem? 7 0 0 0 7 0 0 7 0 7 6 0 0 0 4 0 0 0 4 0 0 6 0 0 6 0 4 0 64 Make the number 7064

27. Zero – Is there a problem? 7 0 0 0 7 0 0 7 0 7 6 0 0 0 4 0 0 0 4 0 0 6 0 0 6 0 4 0 6 4 Make the number 7064

28. 7 0 0 0 Zero – Is there a problem? 7 0 0 7 0 7 6 0 0 0 4 0 0 0 4 0 0 6 0 0 6 0 4 0 604 Make the number 7064

29. 7 0 0 0 Zero – Is there a problem? 7 0 0 7 0 7 6 0 0 0 4 0 0 0 4 0 0 6 0 0 6 0 4 0 Make the number 7064 46

30. 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

31. Read the number 8009. Which is the biggest and why? 870480098084 Read the number 80703. Zero – Is there a problem?

32. 440040044044040 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?

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

34. Where in life do we use numbers as digits?

35. 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.

36. Use the number line to help you put these decimals on the number line: 2.11.462.09112 Put 2.073 on the number line.

37. What is the misconception? Where is the lack of understanding? Strategies to overcome it? Any other linked misconceptions? Perimeter = 22 Any others that you have come across.