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On the basis of an analysis of common features and differences between general statements in every day situations, in physics and in mathematics the paper proposes a didactical approach to proof. It is centred around the idea that inventing hypotheses and testing their consequences is more productive for the understanding of the epistemological nature of proof than forming elaborate chains of deductions. Inventing hypotheses is important within and outside of mathematics. In this approach proving and forming models get in close contact. The idea is exemplified by a teaching unit on the angle sum theorem in Euclidean geometry.