Orchard Handout Parent Workshop Reasoning

Listening to you, working for you www.bexley.gov.uk
Helping your child with
mathematical reasoning at
home
Orchard School
February 2016
Emma Blackman

www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk
National Curriculum
 The national curriculum for mathematics
aims to ensure that all pupils:
 become fluent in the fundamentals of
mathematics,
 reason mathematically
 can solve problems

Development Matters EYFS
 Overlap in many aspects of the ‘Good Levels of
Development’
 Thinking and reasoning skills are crucial to the
characteristics of effective learning:
 creating and thinking critically
 to communication and language, understanding and
speaking
 Developed alongside the mathematics.

What is reasoning in mathematics?
 Reason mathematically in mathematics is:
 following a line of enquiry,
 conjecturing relationships and generalisations,

 developing an argument,
 justification or proof using mathematical
language.

Why should you help your child
to reason?
 Research by Nunes (2009) says that ‘ability
to reason mathematically is the most
important factor in a pupil’s success in
mathematics…Such skills support deep and
sustainable learning and enable pupils to
make connections in mathematics’.

Creating and thinking critically at
home
 Model being a thinker, showing that you don’t always
know, are curious and sometimes puzzled, and can
think and find out
 Encourage divergent thinking: what else is possible
 Value questions, and many responses, without rushing
towards answers too quickly.
 Support your child’s interests over time, remind them of
previous approaches and encourage them to make
connections between their experiences

continued
 Model the creative process, showing your
thinking in as many possible ways forward
 Give reasons rather than directive ‘rules’ for
any limits on your child’s activities
 Be a sensitive conversational partner and
co-thinker
 Show and talk about strategies - how to do
things – include problem solving, thinking
and learning.

Challenge your child to think and
talk about their own learning
process with questions such as:
How did you do that?
How else could you have done that?
What could you do when you are stuck on that?
Convince me you are correct.

Reasoning in stories

Toys

What do we have in common?
 What do we have in
common?
 Sort into group – no
more than two to start
with
 Tell you why they
have sorted them that
way (Identify
characteristics of
each set)

Animals

Family photos

Food

Puzzles and problems
Suduku

Games

Walking to school
 How shall we travel to school today? Why?
 Which route do you want to take? Why?
 Which will be the quickest? Which will be the
slowest?
 Which car do you like? Why not this one?
How are these cars similar? How are these
cars different?

In the kitchen
 Which is more, 1.7kg of apples or 1007g of
apples?
 Which is more, 1.25kg of apples or 1025g of
apples?
 Decisions, decisions: which is the best
container to store a drink in?
 Which spoon would you eat soup with?
Why?
 Which piece of crockery would you eat a
piece of cake from? Why?

Getting dressed
 Get three items of clothing out that are
appropriate for different seasons.
 Which top would be best worn on a sunny
day? Which top would be best worn on a
winter’s day? Why?
 Decisions, decisions
Compare using size, colour
Use, material, parts and shape

What’s the time
 True or False? There are more hours in a
day than minutes in an hour.
 True or false? There are more days in
February than there is in March.

In the bath
 Explore:
 The taller the
container, the more
water it holds.
 Is it always true,
sometimes true or
never true.

What is the same? What is different?
 Number line and a clock

Money problems
 How to Live Forever’ costs £5.50 plus VAT in
Waterstones or £6.60 minus a 10% discount
in WHS. Which shop is it the cheapest in?
 The smaller the coin the lesser the value?

True or False
 Odd + odd + odd = odd
 When adding 4 numbers, it doesn’t matter
which order I add them up in.
 If I start at the number 2 and count in 4’s I
will say the number 32

Sometimes, always or never
 Multiplication makes things bigger

Always true, sometimes true or never true?
The sum of the digits of multiples of nine add
up to nine or a multiple of nine
Further investigation – True or false – a multiple
of nine is also a multiple of three

Times tables
 Are the multiples of 3
odd or even?
 Can you describe the
pattern the ringed
numbers make?
 How will it continue?

Spot the mistake
George says that,
“13 + 23 + 33 is equal to 18”.
Where has he gone
wrong? What should the
answer be?

What reasoning could we do here?
12 + ____ = 14
12 + ____ = 16
12 + ____ = 18
12 + ____ = 20
12 + ____ = 22
12 + ____ = 24
146 = 140 + 6
146 = 130 + 16
146 = 120 + 26

How would you calculate this?
____ + 20 = 25 + 45

Any questions?

Orchard Handout Parent Workshop Reasoning

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