Age 9-11: Y5/6 (4/5 Grade US) 2014 Feedback from Day 3


The odd one out was used for equivalent fractions (6/9 3/4 2/3). Children used mathematical language to explain denominators and multiples of 3, extending to recognising equivalents.

The range of answers was used as follows:
120+60 338+121 476+389 Which one is easiest and why?

It was possible to unpick children’s methods as they explained – number bonds and multiples.

What went wrong was used by showing a mathematical problem with the wrong answer which helped shape the success criteria.

In a philosophy lesson children were asked ‘Can people understand different things from the same events? A photo from the Guardian showed a man who seems to be attacking but is actually saving someone. There was a good discussion, assumptions were challenged and children still refer to it.

Concept cartoons are good for explanation skills and uncovering of misconceptions.

Put in order was used in guided reading (characters from bravest to cowardly). This encouraged children to find evidence in the text to justify their answers.


The opposing statement (If you read a magazine cover to cover without paying is it stealing?) allowed children to take on different opinions and realise that there isn’t a right or wrong answer. What was planned as a 5 minute starter turned into a 35 minute discussion?

Zoe Heath, Angram Bank Primary School


Peter Hardwick |