yo

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PART A: I contacted a grade 5/6 teacher from a semi private primary school and asked to conduct three mathematics lessons which focused on problem solving. The teacher was happy and grateful for my help, however I could only teach the students for thirty minutes of the hour of maths, as there were other tasks the teacher needed them to do. For this reason, my activities are based on this shorter time frame. I was told also that the students were working with addition and subtraction and in particular, algorithms. For this reason I made sure my activities were chosen to fit into what they were doing so they could continue to develop their understanding of these topics. PROBLEM # 1 (appendix): The first activity I chose to use was based on an activity from monograph B called Does it all add up? (appendix). After continuing to research different addition and subtraction problems, a similar task was found which was more relevant to the skill level of the students. Students had to use the digits 0-7, and place them in the template provided to find as many possible EVEN solutions. Once students had worked hard on finding these solutions, the question was extended and they were required to find as many possible ODD solutions. I chose to use this problem for a couple of different reasons. It is an open ended task, which allows students to come to different conclusions and still have the correct answers, and it allows students to use their own interpretations of the problem and their own mathematics experiences to solve. It also allowed for alterations if necessary, for example if students were finding it too easy i could have asked them to find as many possible solutions which are multiples of 5 or 6, and on the other hand, if... ... middle of paper ... ...e speeds of each animal. Once they found those numbers, they had to rank the animals from fasted to slowest and determine how many were faster then a man, and how many were slower then a man. Finally, the students had to try and combine some of the animals to create a new animal which could beat the cheetah in a race. The math and critical thinking was mainly done in the first question, when students had to make sense and order the different clues they were given. I chose this task firstly because it was relevant to what the students were doing in other subjects at school, so i knew this would be engaging and interesting to them. I expected students to use strategies such as breaking down the problem, and eliminating irrelevant clues to find the most important ones first and once again the activity coincided with the relevant curriculum. Activity reference: ()

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