In launching the problem I introduced the term "equal" and made sure the children understood the problem. Then it was down to the business of solving the problem in the pairs.

Discussions went well and solutions suggested.

One child went and got scissors and cut his "pretend" pie to show his partner that it was the same.

Another child drew a line to make two triangles - were they the same? During group sharing, discussions sometimes broke down in the children's eagerness to share their solutions.

It was great to be able to share the experience with a colleague and discuss how things went and how could one could keep the focus and momentum going. My colleague then taught the Dmic lesson she had done earlier in the week to a group of my children. It was exciting to see what the children knew. Too often we are busy listening to one or two children who are more vocal and it does not give the quiet children a chance to show what they are capable of.

In the maths warm up the children counted on from various numbers. Then she launched the problem which she tied into their recent experience of swimming when we would count how many children were going swimming. The problem was, "If there were 8 boys and 5 girls how many children went swimming altogether?"

The children used different coloured counters to represent the boys and girls helping each other to count. The children who found counting difficult were supported by the other member of the pair.

Only one pair managed to count out the two groups and combine them so they were able to share what they had found.

Checking each others counting. |