PAIRED CALCULATIONS
When children are working on the same calculation, and have each arrived at the answer, then they may be eager to share their method but, since they each have an answer and a method, the benefits of listening to someone else’s strategy are not immediately clear. Putting two different but similar calculations on the board and asking pairs to each do one of the calculations and then take turns to explain their solution to their partner can promote more authentic listening. Since their partner does not have a vested interest in the same calculation there is a more genuine need to explain and listen.
SOLVER-RECORDER
Provide one piece of paper and pen between two. Children take it in turns to be the solver – they have to do the figuring out – while their partner has to do the recording. The solver has to explain what to write down and their partner has to record what they are asked to record – they cannot take over the solving of the problem even if their partner gets stuck.
CLUE PROBLEM
Find a typical ‘word problem’ (National Tests are a good source) and split the information in the problem into two parts. Put this partial information on two separate pieces of paper together with the question. Take this example:
Russell buys a sandwich for $3.50 and two cokes for $1.25 each. How much change does he get from a $10 note?
Each clue could have the question:
How much change does Russell get from a $10 note?
Clue 1 could be:
Russell buys a sandwich for $3.50
Clue 2 could be:
Russell buys two cokes for $1.25 each
Working in pairs, children get one ‘clue’ each and jointly solve the problem. They can read out what is on their ‘clue’ card but must not show it to their partner. The reading out encourages listening and the ‘not showing’ rule stops one child simply handing everything over to their partner to do the work.
When children are working on the same calculation, and have each arrived at the answer, then they may be eager to share their method but, since they each have an answer and a method, the benefits of listening to someone else’s strategy are not immediately clear. Putting two different but similar calculations on the board and asking pairs to each do one of the calculations and then take turns to explain their solution to their partner can promote more authentic listening. Since their partner does not have a vested interest in the same calculation there is a more genuine need to explain and listen.
SOLVER-RECORDER
Provide one piece of paper and pen between two. Children take it in turns to be the solver – they have to do the figuring out – while their partner has to do the recording. The solver has to explain what to write down and their partner has to record what they are asked to record – they cannot take over the solving of the problem even if their partner gets stuck.
CLUE PROBLEM
Find a typical ‘word problem’ (National Tests are a good source) and split the information in the problem into two parts. Put this partial information on two separate pieces of paper together with the question. Take this example:
Russell buys a sandwich for $3.50 and two cokes for $1.25 each. How much change does he get from a $10 note?
Each clue could have the question:
How much change does Russell get from a $10 note?
Clue 1 could be:
Russell buys a sandwich for $3.50
Clue 2 could be:
Russell buys two cokes for $1.25 each
Working in pairs, children get one ‘clue’ each and jointly solve the problem. They can read out what is on their ‘clue’ card but must not show it to their partner. The reading out encourages listening and the ‘not showing’ rule stops one child simply handing everything over to their partner to do the work.