# number reasoning

There is a common exam question that I have never known the name of, and as such I have never been able to find a resource to practise it in lessons. They are questions like:

The above was taken from question 1 of the June 2013 Edexcel Higher paper. The examiners report for this question stated:

Part (a) of this question was well answered with over two thirds of all candidates being awarded the mark for a correct answer. Part (b) was poorly done even by some of the best candidates. Commonly seen incorrect answers included 17.93. An estimate (300000 ÷ 2) could have helped candidates with this part of the question.

With the above in mind, I created the following resource to be use as starters:

# site redesign

I haven’t posted on the blog in 2015 - which there’s really no excuse for.

I have loads of ideas for posts so to kick things off the site has been redesigned and is now hosted on GitHub Pages. It’s gone from this…

… to this …

It’s still work in progress, but it’s getting there.

Some of the resources have been reorganised behind the scenes, so I hope this doesn’t cause anything to break. This is to get things ready for the presentations section of the site.

# equivalent fractions

Having read a superb post about the Singapore Bar Model from William Emeny I thought I would share these diagrams for introducing equivalent fractions:

Students identify that $\frac{5}{12}$ of the diagram is shaded blue.

With each square now shown in two pieces, they can then see that $\frac{10}{24}$ is shaded and that this is equivalent to $\frac{5}{12}$.

Once they are happy with the second step then there isn’t much of a leap to showing that $\frac{20}{48} = \frac{10}{24} = \frac{5}{12}$.

Whilst these diagrams are given in a slightly different format to the bar model, the idea is similar.

## presentation

Here is a small presentation that may be useful.