Step 9 Objective
Show some insight into mathematical structure by using pattern and symmetry to justify generalisations, arguments or solutions.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
How does your generalisation link to the original problem? Explain the, for example, multiply by 6, add 2, squaring (vary according to context).
What if you started with ... instead of ...? How might your generalisation/solution be different?