number
 : Maths Adviser
Approach: One to one
Resources: 7 cards and a packet of 15 wooden cubes.

Questions / instructions:
Let's imagine that someone in your class needs some help with maths, and that you are going to try to explain the answers.
I'll ask the questions, and you try to explain the answers. You will need to say more than "yes" or "no" — because you want them to understand. Use the cubes to help show what you mean.
Encourage the student to use the cubes and explain an answer, rather than just saying yes, no or maybe.
  % responses
y4
y8

Show cards 1a and 1b
1. Is 4 plus 3 the same as 3 plus 4?
Prompt: Show me using the cubes.

Correct conclusion: with demonstration
81
95
not demonstrated
15
4

Show cards 2a and 2b
2. What about 4 minus 3 and 3 minus 4?
Are they the same?
Prompt: Show me using the cubes.

Correct conclusion: with demonstration
47
76
not demonstrated
13
11

Show cards 3a and 3b
3. Does 2 times 5 give the same answer as 5 times 2?
Prompt: Show me using the cubes.

Correct conclusion: with demonstration
38
68
not demonstrated
40
28

Show card 4. Note — cubes are not used for these questions. Place card with '7' on it in front of the student.
4. Is there a number you can add to, or take away from this number, but the number still stays the same? Tell me what it is and how this works.

Correct, good explanation of:               
both addition and subtraction
29
52
only one operation
10
5
Correct: but inadequate explanation
13
20
5. What about multiplying or dividing. Is there a number you can multiply (or times) this number by, or divide it by, so that the number stays the same? Tell me what it is and how this works.
Correct, good explanation of:               
multiplication and division
10
41
only one operation
19
17
Correct: but inadequate explanation
7
20

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