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Consecutive sums/Consecutive sums activity: Difference between revisions
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Consecutive sums/Consecutive sums activity (view source)
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| style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Pedagogic rationale''' | | style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Pedagogic rationale''' | ||
| style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.018cm;padding-right:0.018cm;"| 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. | | style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.018cm;padding-right:0.018cm;"| 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. | ||
This lesson gives pupils an opportunity to work on developing their problem-solving 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 work on developing their problem-solving 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 plan gives several ways of presenting 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 assessment ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too. | This plan gives several ways of presenting 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 assessment ideas, using other pupils solutions from the nrich website (nrich.maths.org) are applicable to other problems and situations too. | ||
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e.g. Duration, resources, learning objectives, differentiation, links, type of lesson, follow up/extension, recommendations/class set up, other methods of teaching same topic. | e.g. Duration, resources, learning objectives, differentiation, links, type of lesson, follow up/extension, recommendations/class set up, other methods of teaching same topic. | ||
| style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.018cm;padding-right:0.018cm;"| '''Type of Lesson/length:''' Iisten and/or follow. Work in pairs. The lesson might last from between 45 minutes and several hours (perhaps spread over several timetabled periods). | | style="border-top:none;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.018cm;padding-right:0.018cm;"| '''Type of Lesson/length:''' Iisten and/or follow. Work in pairs. The lesson might last from between 45 minutes and several hours (perhaps spread over several timetabled periods). | ||
'''Age/Level/Key Stage''': Ages 11-13 / Years 7-9 / KS3 | '''Age/Level/Key Stage''': Ages 11-13 / Years 7-9 / KS3 | ||
'''Learning objectives''' | '''Learning objectives''' | ||
By the end of this lesson students should be able to: | By the end of this lesson students should be able to: | ||
Understand more about how to investigate and what makes a good piece of investigative work. | Understand more about how to investigate and what makes a good piece of investigative work. | ||
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They may do some of the following things to help them: | They may do some of the following things to help them: | ||
* explore different ways of approaching a problem | * explore different ways of approaching a problem, | ||
* make links between different representations | * make links between different representations, | ||
* explain their ideas, approaches and things they have noticed | * explain their ideas, approaches and things they have noticed, | ||
* notice features of the problem and to appreciate whether these are important or not | * notice features of the problem and to appreciate whether these are important or not, | ||
* generalise | * generalise, | ||
* reflect on the methods they used that were helpful in getting close to a solution to the problem | * reflect on the methods they used that were helpful in getting close to a solution to the problem. | ||
'''Resources required''' | '''Resources required''' | ||
