2. To highlight the importance of speaking and listening in maths lessons To consider ways of developing childrens mathematical vocabulary To look at a range of activities to use in the classroom

3. WHY IS TALK IMPORTANT? BY SPEAKING, CHILDREN CAN: consolidate their thinking gain a better understanding of a concept make connections between different areas of learning reflect on their work spot errors in their work learn to be clear and convincing

4. WHY IS TALK IMPORTANT? BY LISTENING, CHILDREN CAN: learn from others see a problem from a different perspective become aware of other strategies see different representations of a problem become a critical thinker learn more mathematical vocabulary

5. WHY IS TALK IMPORTANT? BY LISTENING TO CHILDREN, TEACHERS CAN: Make assessments about what children know or understand Identify difficulties and misconceptions Decide on the next steps for a child

7. Which of these shapes are triangles?

8. How can we be sure that this is a triangle? Its red. Dont know. Its got slanty sides. Its got three straight sides and three corners. Theres three points.

9. ASKING QUESTIONS Higher order questions require more thinking and generate more discussion. How could you alter these questions to promote talk? Is 28 a multiple of 3? What is 78+65? What is ¾ of 24? What shape is this?

10. Which sequence is the odd one out, and why? 2, 5, 8, 11 …. 6, 9, 12, 15 …. 7, 10, 13, 16 …. 34, 37, 40, 43 …. -4, -1, 2, 5 ….. Which of these numbers the odd one out, and why? 5, 9, 10 Which shape as the odd one out, and why?

11. diagonal corner line vertex straight inverse backwards reverse opposite operation

12. a number multiplied by 10 is not the same as itself if you multiply an even number by 5 the answer is a multiple of 10 a hexagon has no lines of symmetry an even number ÷ by an even number = an even number if you fold a square in half you get two triangles

13. it could be …., because …. it cant be …., because …. it wont work, because …. if …. then …. it would only work if …. so …. in that case …. and phrases like: since, therefore, it will/wont work when …. THE VOCABULARY OF REASONING

15. Language used in maths Childs language The everyday language that involves mathematical ideas Materials language The language that comes from using concrete and pictorial materials Mathematical language The mathematical words that are used with the ideas Symbols The mathematical abbreviations and equation

16. You can say this calculation many different ways. How many can you think of? Try to use the different levels of language. 23 – 18 =

17. Failure to understand mathematical vocabulary may be because: children are confused about mathematical terms (e.g. odd and table have different meanings in everyday English) children are confused about the precise use of some words (e.g. area and divide are used in everyday English and have similar though more precise meanings in mathematics) children may not be familiar with mathematical vocabulary (e.g. words such as subtract, multiplication) children may not understand spoken and written instructions (e.g. draw a line between, ring, find two different ways to..)

18. Having a structured approach to the teaching and learning of vocabulary Introducing new words in a suitable context so they can be explained in a meaningful way Ensuring children hear adults and other children using the new words correctly Encouraging children to answer in complete sentences Displaying the words and phrases the children will be using Giving children the opportunity to read words aloud and silently Help children to develop their understanding of mathematical vocabulary by:

19. 16 Its even Its a multiple of 2, 4 and 8 Its the product of 2 and 8 When you divide 32 by 2 it is the quotient Its a factor of 64 Its a square number Its double 8 What do you know about this number?

20. 45 54 What is the same about these numbers? What is different?

21. Word Web POSITION

22. The classroom climate wait pair share Children are given thinking time… …they have thinking partners... …they make contributions.

23. The classroom climate