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What's The Same? What's Different?

Discussion in 'Primary' started by Andrew Jeffrey, Feb 18, 2012.

  1. Andrew Jeffrey

    Andrew Jeffrey New commenter

    Hi, I was wondering whether anyone has tried this sort of activity with a class? If you're not familiar with the idea, you give a short list of things (e.g. numbers) and have to find as many things as they have in common, and then for each item describe why it could logically be the odd one out.

    I couldn't find a book with just these in, so have written a (short) book of copy-masters designed to be used in the primary maths classroom. If anyone is interested in trialling this, please leave an email address. I will gladly send a copy to the first 10 respondents to this thread who could trial it for me, but only if they promise to feed back how it went!
    This has worked to varying degrees in the past though only two of the people actually remembered to leave me feedback; thank you to you both.
    This is not a sales pitch - I am planning to put this as a free download on my website for anyone to get and use without cost.
  2. tafkam

    tafkam Occasional commenter

    What sort of age range are they aimed at? I presume if you're posting on here they might not really suit my able Y7s?
  3. CarrieV

    CarrieV Lead commenter

    I've sent a pm, i have years 5/6
  4. greta444

    greta444 New commenter

    I have sent you a pm. I mentioned that I might use the resource as part of a PLC but forgot to mention that I have years 5/6
  5. Leicester_Vics

    Leicester_Vics New commenter

    I'll PM my email address to you.

    I'm currently doing the Maths Specialist Teacher programme and this is one of the key questions that we've been told to use with classes to develop thinking.
  6. minnieminx

    minnieminx New commenter

    I use this idea with my class (currently year 2, but have done similar with year 5 and 6).

    They take so little time to create, I can't imagine needing a book of them. We use them in several subjects and generally in registration time.

    I'd be interested to look at what you have done, if they would work in year 2, but mainly because I am intrigued as to why a book would be useful. If you don't mind a slightly cynical person trialling them, then I've pm'd my email. If you do mind, then just ignore it.
  7. I've PMed you.
  8. Andrew Jeffrey

    Andrew Jeffrey New commenter

    Thanks everyone - I will email you all this evening.

    Tafkam - there are certainly some that would suit your Y7s. The beauty of them is the great differentiation that exists without much effort.

    Minnieminx, you are so right that they take so little time to create (that?s why I have no intention of charging for the book!) I only wanted to encourage their use by setting up a few templates to get people started; and yes, I would particularly welcome a healthy skeptical viewpoint (I prefer skeptic to cynic!), so thank you - I will certainly send you these, even if you decide that they would be more suitable for colleagues who teach older years.
  9. daisymoo

    daisymoo New commenter

    I've sent you a PM, Andrew, and I'll happily send feedback.
  10. minnieminx

    minnieminx New commenter

    Where do we leave the feedback?

    And thank you for sending it already.
  11. Andrew Jeffrey

    Andrew Jeffrey New commenter

    Hi everyone, now that a couple of weeks have passed I thought I would ask you all for your feedback please. I have had two people get in touch so far, and once I have heard from the rest of you I will put the final version on the website for everyone to use free of charge as promised.
    Thanks so much! AJ x
  12. I have used this for a couple of years in my classroom, along with, "What do you notice?" It's brilliant for bringing out the language and dealing with misconceptions. It's so easy to use too. Put one number on the IWB: "What do you notice?" Put another number up: "What do you notice?" . Put them sideby side, "What's the same and what is different?" I would highly recommend it - no LO, whatever the children come up with, roll with it.

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