2,003
edits
Consecutive sums: Difference between revisions
From OER in Education
no edit summary
m (subjects, ages, types) |
No edit summary |
||
| Line 5: | Line 5: | ||
|attribution={{MarkDawes}} | |attribution={{MarkDawes}} | ||
|title=Consecutive Sums | |title=Consecutive Sums | ||
|tagline=Can all numbers be made in this way? | |tagline=Can all numbers be made in this way? For example 9=2+3+4, 11=5+6, 12=3+4+5, 20=2+3+4+5+6 | ||
|image=Consecutivesums1.png | |image=Consecutivesums1.png | ||
|topic=Investigation | |topic=Investigation | ||
|subject=Maths | |subject=Maths | ||
|resourcenumber= M001 | |resourcenumber= M001 | ||
|age= | |age=KS4,Secondary, KS3 | ||
|content=This resource provides a detailed [[Consecutive sums/Consecutive sums activity|Consecutive sums activity]] with extension work. | |content=This resource provides a detailed [[Consecutive sums/Consecutive sums activity|Consecutive sums activity]] with extension work. | ||
|strategy= | |strategy= | ||
|additional resources= | |additional resources= | ||
|useful information= | |useful information= | ||
|Learning Objectives= | |Learning Objectives=Allowing pupils to:<br /> | ||
* | * explore different ways of approaching a problem, | ||
* | * make links between different representations, | ||
* | * explain their approaches and what they have noticed, | ||
* | * notice features of the problem and gage whether these are important, | ||
* | * be able to generalise, | ||
* | * reflect on which methods helped to get close to a solution to the problem. | ||
|related resources= | |related resources= | ||
