Hassan is a wonderful boy. He’s polite and has a great group of friends. But Hassan started Year 6 working significantly below his peers. His school history is of sustained underachievement with very little progress. He did not have an internalised number line with which to think about numbers, to the point where he could not reliably say which number out of two was biggest.
This post is an account of an intervention carried out by a teaching assistant. It is one of the most successful interventions I have seen and has resulted in vast improvements in Hassan’s ability to think about numbers. Here’s what happened:
These number cards were prepared: 53, 67, 54, 35, 76, 45
Two of the cards were presented to Hassan and, with the use of Numicon or dienes blocks or arrow cards, the teaching assistant modelled explaining which was the bigger number. Hassan picked this…
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