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Ideas for better maths teachingThu, 12 Apr 2018 19:44:17 +0000hourly1http://wordpress.com/Comment on Getting confident with place value by mhorley
https://mhorley.wordpress.com/2018/03/17/getting-confident-with-place-value/comment-page-1/#comment-3577
Thu, 12 Apr 2018 19:44:17 +0000http://mhorley.wordpress.com/?p=7580#comment-3577No, I don’t think I would. And I probably would not use them all in one go as I have presented them here. If I have to think about the question then I can’t expect my pupils to answer them “fluently”. And the last 4/5 I have to think about quite a bit!

]]>Comment on 1001 is a lovely number! by escort bayan Maltepe
https://mhorley.wordpress.com/2015/02/21/1001-is-a-lovely-number/comment-page-1/#comment-3545
Fri, 06 Apr 2018 21:45:51 +0000http://mhorley.wordpress.com/?p=36#comment-3545Asking questions are really good thing if you are not understanding anything
completely, but this post provides nice understanding even.

]]>Comment on Getting confident with place value by Dewi Williams
https://mhorley.wordpress.com/2018/03/17/getting-confident-with-place-value/comment-page-1/#comment-3544
Fri, 06 Apr 2018 20:43:21 +0000http://mhorley.wordpress.com/?p=7580#comment-3544Those 10 extension questions are great for flipping the problem around to properly test for understanding. They can even lead to discussions revolving around infinity on the last few questions, what a great discussion to have!
Thanks for sharing!

]]>Comment on Multiplication methods – introducing formal long multiplication by Dewi Williams
https://mhorley.wordpress.com/2016/03/09/multiplication-methods-introducing-formal-long-multiplication/comment-page-1/#comment-3542
Fri, 06 Apr 2018 06:38:12 +0000http://mhorley.wordpress.com/?p=733#comment-3542I enjoy Don Steward’s website as well, there are some great ideas on there to really challenge understanding – are they blindly applying a rote learning technique, or do they actually understand what is going on?

]]>Comment on Decimal Addition and Subtraction by Pete Davies
https://mhorley.wordpress.com/2017/12/21/decimal-addition-and-subtraction/comment-page-1/#comment-2869
Thu, 21 Dec 2017 19:54:37 +0000http://mhorley.wordpress.com/?p=7571#comment-2869What great set of questions on assessing place value

]]>Comment on Box Method for multiplication – why do we teach it? by Caspar Le Fanu
https://mhorley.wordpress.com/2016/03/03/box-method-for-multiplication-why-do-we-teach-it/comment-page-1/#comment-1599
Sat, 19 Aug 2017 15:23:47 +0000http://mhorley.wordpress.com/?p=457#comment-1599Hey Mark! Thanks for this. I was planning on teaching the box method in my school because it naturally builds on prior lessons on (mentally) multiplying integers by 10, 100, 1000. I can use these previous lessons and the distributive law to explain WHY the method works. I imagine finding it much harder to explain how the formal method works. Agree it’s the trickiest method but isn’t that a price worth paying for better mathematical understanding? (Also, a separate point – isn’t the method with the diagonal lines separate from the box method?)

]]>Comment on Box Method for multiplication – why do we teach it? by mhorley
https://mhorley.wordpress.com/2016/03/03/box-method-for-multiplication-why-do-we-teach-it/comment-page-1/#comment-1601
Sat, 19 Aug 2017 14:19:57 +0000http://mhorley.wordpress.com/?p=457#comment-1601Hi Casper! Thanks for making me read this again! Always good to revisit posts from a while ago. That sounds like a good progression to me. I’ve only recently started teaching the Distributive Law as a “thing” (probably needs a separate blog post!) but think it is really powerful to able to refer back to when teaching arithmetic and algebra.
In terms of methods, it’s a common situation, right? : finding the balance between conceptual understanding and an efficient method that “works” as in it yields a correct solution must of the time.
What I was thinking here is, what’s the benefit of drawing the grid vs just doing the calculations when doing e.g 34×5. And then maybe 35×15.? If we are trying to reinforce understanding, better to write out all the calculations than use the “method” of boxes. I agree, the diagonal boxes is different again and often gets even more fraught.
Final thought, why type of students are doing box method in Yr10 vs those doing formal long multiplication?

]]>Comment on One plus one equals …? by mhorley
https://mhorley.wordpress.com/2017/08/04/one-plus-one-equals/comment-page-1/#comment-1521
Fri, 04 Aug 2017 07:58:15 +0000http://mhorley.wordpress.com/?p=7266#comment-1521Oh, that’s interesting. I didn’t see it, do you have a link handy?

]]>Comment on One plus one equals …? by DrBNorris
https://mhorley.wordpress.com/2017/08/04/one-plus-one-equals/comment-page-1/#comment-1519
Fri, 04 Aug 2017 07:13:55 +0000http://mhorley.wordpress.com/?p=7266#comment-1519Interesting discussion point Mark! There was a question like this on the large data set in the new spec A-level, did you see it?

]]>Comment on Recurring Decimals by Rational and Irrational numbers | mho maths
https://mhorley.wordpress.com/2017/04/12/recurring-decimals/comment-page-1/#comment-1423
Mon, 17 Jul 2017 15:48:22 +0000http://mhorley.wordpress.com/?p=5855#comment-1423[…] only recently properly considered why all fractions are either terminating or recurring decimals. […]