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    Prim Maths 6 2ed TR TWM Resource Sheet

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    The document describes different thinking and working mathematically processes including specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing, and improving. It provides sentence starters for students to describe each process.

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    Prim Maths 6 2ed TR TWM Resource Sheet

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    Ssip Consultation
    59 views2 pages
    The document describes different thinking and working mathematically processes including specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing, and improving. It provides sentence starters for students to describe each process.

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    The document describes different thinking and working mathematically processes including specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing, and improving. It provides sentence starters for students to describe each process.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    59 views2 pages

    Prim Maths 6 2ed TR TWM Resource Sheet

    Uploaded by

    Ssip Consultation
    The document describes different thinking and working mathematically processes including specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing, and improving. It provides sentence starters for students to describe each process.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    CAMBRIDGE PRIMARY MATHEMATICS STAGE 6 THINKING AND WORKING MATHEMATICALLY RESOURCE SHEET

    Thinking and Working Mathematically


    resource sheet
    Specialising: Choosing an example and checking Generalising: Recognising an underlying pattern
    to see if it satisfies or does not satisfy specific by identifying many examples that satisfy the
    mathematical criteria. same mathematical criteria.

    I can choose examples and check to see if they I can make connections between numbers and
    do, or do not satisfy the criteria. objects that will help me find patterns or rules.

    Sentence starters Sentence starters


     I could try ….  I found the pattern … so ….
     … is the only one that ….
     … is the only one that does not ….

    Conjecturing: Forming mathematical questions Convincing: Presenting evidence to justify or


    or ideas. challenge a mathematical idea or solution.

    I can say what I notice or why something happens I can persuade people (a partner, group,
    or what I think about something. class or an adult) that a statement or an
    idea is true or false.

    Sentence starters Sentence starters


     I think that ….  This is because ….
     I wonder if ….  You can see that ….
     I agree with … because ….
     I disagree with … because ….

    Characterising: Identifying and describing the Classifying: Organising objects into groups
    mathematical properties of an object. according to their mathematical properties.

    I can identify and describe the mathematical I can sort numbers or objects into groups
    properties of a number or object. according to their mathematical properties.
    I can use Venn and Carroll diagrams.

    Sentence starters Sentence starters


     This is similar to … so ….  … go together because ….
     The properties of … include ….  I can organise the … into groups according to
    ….

    Critiquing: Comparing and evaluating Improving: Refining mathematical ideas or

    Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021 1
    CAMBRIDGE PRIMARY MATHEMATICS STAGE 6 THINKING AND WORKING MATHEMATICALLY RESOURCE SHEET

    mathematical ideas, representations or solutions representations to develop a more effective


    to identify advantages and disadvantages. approach or solution.

    I can compare methods and ideas by identifying I can find a better solution.
    their advantages and disadvantages.

    Sentence starters Sentence starters


     The advantages of … are and the  The method would be better if ….
    disadvantages are ….  I can improve the method by ....

    Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021 2

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