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Observations from my Yr 3 daughter starting the angles unit with WR this week:
1. The worksheet asked her to draw a load of a acute and obtuse angles in different boxes. I spotted that all the angles she’d drawn in the obtuse box were acute. Then I realised what she’d done: 1/n
1. The worksheet asked her to draw a load of a acute and obtuse angles in different boxes. I spotted that all the angles she’d drawn in the obtuse box were acute. Then I realised what she’d done: 1/n
2/n
shorter legs for the acute angles, longer legs for the obtuse. Classic misconception that I was able to address. Made me realise how many children will come back to school with misconceptions embedded.
2. She was taught that meaning of the word horizontal with reference to
shorter legs for the acute angles, longer legs for the obtuse. Classic misconception that I was able to address. Made me realise how many children will come back to school with misconceptions embedded.
2. She was taught that meaning of the word horizontal with reference to
3/n
the word horizon which was great. But then she said ‘mummy, what’s a horizon?’ because she’d never heard that word. So the connection didn’t help her. It made me wonder about my choice of words when I introduce new words and definitions in maths, and whether
the word horizon which was great. But then she said ‘mummy, what’s a horizon?’ because she’d never heard that word. So the connection didn’t help her. It made me wonder about my choice of words when I introduce new words and definitions in maths, and whether
4/4
they match the vocabulary of my students.
In short: Misconceptions aren’t identified and addressed in remote learning. Big challenges ahead! And be careful with the vocab you use to teach vocab!
they match the vocabulary of my students.
In short: Misconceptions aren’t identified and addressed in remote learning. Big challenges ahead! And be careful with the vocab you use to teach vocab!
