<p>A series of visuals intended to support whole-class discussion around equal sharing, and in particular, to draw out the idea that having parts of equal value (quantity, size, capacity, depending on the model) is the essential feature of equal sharing.</p> <p>The visuals include a number of variations to support fluency and to prompt discussion around misconceptions, including:</p> <ul> <li>sharing between different amounts of people;</li> <li>using different sharing models including group sets, area models, capacity measures and linear continuums;</li> <li>varying the type, colour or arrangement of objects being shared.</li> </ul> <p>Discussion prompts can be found in the notes for each slide.</p>

<p>A series of mathematical images intended to prompt early mathematical talk in EYFS.</p> <p>Images support noticing skills around a number of mathematical properties, including number, shape, size, colour, orientation, position and pattern.</p> <p>Question prompts could include:</p> <ul> <li>What do you see? What do you notice?</li> <li>How do you see it?</li> <li>What things are the same in the picture?</li> <li>What things are different in the picture?</li> <li>Which one is different?</li> <li>What do you wonder?</li> <li>What does not belong in the picture? Why?</li> <li>Which one does not belong? Why?</li> </ul> <p>Some of these images were taken from free, publicly-available, shared-resource sites. These have been credited wherever possible.</p>

<p>A series of sorting cards for a fast/slow sorting activity.</p> <p>Pairs of cards could also be used for comparison questions: Which is faster? Which is slower?</p>

<p>A series of flashcards to laminate and use as a visual to support the automatic recall of number bonds to 5.</p> <p>This resource contains:</p> <ul> <li>a set of 5 frames sequentially filled with red counters and contrasted with blank spaces, to demonstrate the two parts of each number bond to 5;</li> <li>a set of flashcards containing 2 different coloured counters, as visuals demonstrating the two parts of each number bond to 5.</li> </ul>

<p>A fading table demonstrating the steps involved in solving non-unit fraction additions using area models.</p> <p>In the first example, each step of the process has been already been completed. As the columns progress, fewer and fewer of the steps have been filled out, encouraging the student to take over more and more aspects of the problem solving.</p>

<p>A series of flashcards to laminate and use as a visual to support the automatic recall of number bonds to 10.</p> <p>This resource contains:</p> <p>• a set of ten frames sequentially filled with red counters and contrasted with blank spaces, to demonstrate the two parts of each number bond to 10;<br /> • a set of ten frames featuring 2 different coloured counters, as visuals demonstrating the two parts of each number bond to 10.</p>

<p>These are some resources I made to support the delivery of a fantastic, fun algebra lesson, designed and described by Marilyn Burns, in her article <em>Algebra in the Elementary Grades? Absolutely!</em></p> <p>Reading the short article will really help to support planning for this session and it can be accessed here: <a href="https://mathsolutions.com/wp-content/uploads/2002_Algebra_Instructor.pdf" target="_blank" rel="nofollow">https://mathsolutions.com/wp-content/uploads/2002_Algebra_Instructor.pdf</a></p> <p>This pack contains:</p> <p>• A Powerpoint to introduce the session and support whole class discussion (discussion prompts in the notes).<br /> • Shape templates to be laminated and cut out, to support the children’s independent investigations.<br /> • Some sample worksheets, which get progressively more difficult and which could be adapted, for adult-led tasks or for recording more formal evidence of work.</p>

<p>A fading table demonstrating the steps involved in solving unit fraction additions using area models.</p> <p>In the first example, each step of the process has been already been completed. As the columns progress, fewer and fewer of the steps have been filled out, encouraging the student to take over more and more aspects of the problem solving.</p>