When marking maths assessments, it can be very frustrating when pupils get the answer wrong when we know that they understand how to carry out a particular calculation, but a careless error has been overlooked since they have become blasé and are not asking themselves, ‘Is this answer reasonable?’
For this reason, it is useful to spend time looking at questions and answers and giving the pupils the task of explaining why particular answers cannot be correct, without carrying out the actual calculation.
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