Consecutive sums/teaching approach: Difference between revisions

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Tackling an extended problem is difficult.  By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward.   
By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.   


This lesson gives pupils an opportunity to engage in {{tag|mathematical thinking}} through working on developing their {{tag|higher order}} thinking skills using a problem that is accessible but which has a number of interesting features (such as the link between diagrammatical and numerical ways of presenting the problem).
This lesson gives pupils an opportunity to engage in {{tag|mathematical thinking}} and develop their {{tag|higher order}} thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.


This plan gives several {{tag|visualisation}}/display methods to present what is the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways of allowing the pupils to make links between them. The {{tag|assessment}} ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too.
The plan suggests several {{tag|visualisation}} methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The {{tag|assessment}} ideas, using other pupils' solutions from the nrich website (nrich.maths.org) are widely applicable to other problems too.

Revision as of 08:05, 16 September 2012

By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.

This lesson gives pupils an opportunity to engage in mathematical thinking(i) and develop their higher order(i) thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

The plan suggests several visualisation(i) methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or to explore ways for the pupils to see the links between the different methods. The assessment(i) ideas, using other pupils' solutions from the nrich website (nrich.maths.org) are widely applicable to other problems too.