7D dissident maps by Ernst Dieterich and Lars Lindberg

By Ernst Dieterich and Lars Lindberg

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This is done because there are four people sharing them evenly. If the quarters were then shared out one at a time, each person would get one quarter from the first bar, one quarter from the second bar and one quarter from the third bar. This would leave them with three quarters each. It is possible to consider the problem as a division: 3 (bars) … 4 (people) = ¯Ù˘ . Challenge 2 This encourages the children to think of fractions as numbers on a number line. This challenge gives them proper and improper fractions to consider.

Firstly, it is a dynamic form. It is full of life and suggestive of action (Worthington and Carruthers, 2005, p14). Her ‘scribble’ represents three of the seagulls hiding (it is possible to make out three circles behind the scribbles that were drawn first). Secondly, Amelie has used iconic representation. She uses circles to represent all the seagulls and demonstrates through this that she has utilised Gelman and Gallistel’s (1978) one-to-one principle. Thirdly, it is pictographic. Although not related to the seagull activity, Amelie became taken with a cat in the book.

CASE STUDY: USING DERIVED FACTS TO CALCULATE PERCENTAGES (YEAR 6) Context Zainub is a student teacher on placement in a Year 6 class. She has been looking at derived facts to calculate percentages of numbers with the class. The diagram below was drawn on the whiteboard during a whole-class discussion. 2g: recognise approximate proportions of a whole and use simple fractions and percentages to describe them, explaining their methods and reasoning. Primary Framework Year 6 Express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

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