MATHS
IWB-FRIENDLY RESOURCES
View & Do Maths
Level: For use on:
Investigations
Working mathematically in real-life scenarios
By Ann & Johnny Baker
Lower, Middle, Upper
Complete set: 3 books + 1 x 30 minute DVD in each book
IWB, DVD, PC, MAC
View & Do Maths Investigations uses video-based media to introduce and engage students in mathematical investigations. Each book provides 8 real-life maths investigations. These 3-minute episodes can be screened on a DVD player or an interactive whiteboard. Students are then encouraged to select their own strategies for investigating the situation and providing solutions.
The three levels of books and accompanying DVDs in this series feature the same scenarios and characters but with increasingly complex problems to solve.
3 Harness students’ responsiveness to video-based media
3 Includes fully photocopiable summaries for each investigation, teaching notes, sample solutions and assessment rubrics to help with class preparation
3 Can be installed on school networks, classroom computers and used on a DVD player or an interactive whiteboard.
MY NEIGHBOUR'S HENS
THE INVESTIGATION
MY NEIGHBOUR'S HENS
Solution 1
Monday: 1 egg Tuesday: 2 eggs
Wednesday: 3 eggs, and the pattern continues until Friday
not enough eggs
8
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MathsInv1DVD.indd 1
KEY CONCEPTS
★ Addition, subtraction
★ Number patterns ★ Days of the week
STEP 1: THE INVESTIGATION
Will Paul have a dozen eggs and Key Questions 5 extra by Friday?
• How many eggs on Monday, Tuesday and Wednesday?
• If the pattern continues, how many will there be on Thursday/Friday? • How many eggs in a dozen? • Why do you think Paul wants the egg carton?
• What was Ann writing in? How might that help her to think about the problem?
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MY NEIGHBOUR'S HENS
USEFUL RESOURCES
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One or more egg cartons, counters or similar materials, pencils and paper, calendar or diary with one week at a view
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STEP 2: REFLECTION
Paulʼs solution
Key Questions (based on student solutions)
• Which of the strategies did you think saved most time?
• What made some strategies easy to see the pattern and to check the solution? • Are any of the strategies the same in any way? How? • Which strategy would you like to try next time? Why?
STEP 3: THE CHALLENGE
What if Ann goes out on Friday Key Questions and Saturday?
• Will you use the same strategy this time? Why/Why not?
• What do you think Ann and Paul will do this time?
• How will you make it easy for people to ‘see’ your thinking?
View & Do Maths Investigations: 1 © 2009 Blake Education
Page 8, View & Do Maths Investigations 1
INVESTIGATION SOLUTIONS
Typical solutions for this problem are:
28/5/09 4:58:34 PM
MY NEIGHBOUR'S HENS
Solution 1: Although this representation, drawn or created with materials, may lead to a correct solution, it is not a high-level strategy. It is not set out so that the number of eggs for each day can be identified making it difficult to identify where such a strategy may have gone wrong. Also, students using this type of strategy are likely to count all rather than actually use a computation strategy.
Solution 2: This is a well organised representation making it clear how many eggs each day and then using a ‘cross off and fill up the egg carton’ strategy. Again, this strategy does not require any actual addition and/or subtraction.
Solution 3: This representation is clear and efficient and clearly shows that thought has been given to the most efficient strategy for adding the string of numbers. As such, it would be considered a higher-level strategy than the other two.
TICK AND FLICK RUBRIC
Use this rubric as the basis for your assessment of the student’s work on this problem.
Item
A
★ Will there be enough eggs by Friday for a dozen eggs and 5 extra eggs?
CUT HERE
MY NEIGHBOUR'S HENS
THE CHALLENGE
Solution 2
Monday Tuesday Wednesday Thursday Friday
Chickens lay eggs in the same pattern
Solution 3
M T W Th Fr 1 2 3 4 5
5
★ Will the chickens have laid enough eggs by Sunday? ★ How many eggs would be left over for Paul?
10
10
12 not enough eggs
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Page 10, View & Do Maths Investigations 1
View & Do Maths Investigations: 1 © 2009 Blake Education 9 View & Do Maths Investigations: 1 © 2009 Blake Education 11
P_9781921367915_p001_p043.indd 9
Summary sheet from View & Do Maths Investigations 1
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Solutions from View & Do Maths Investigations 1
28/5/09 4:58:34 PM
28/5/09 4:58:34 PM
View & Do Maths Investigations: 1 © 2009 Blake Education
showed the days of the week and the increasing number pattern in the representation
representation clear to follow and use for checking against the problem statement
not enough eggs
computation strategy
clearly sequenced the days of the week and showed in materials, pictures or numbers the number pattern
the representation showed clearly the match between problem statement and solution strategy
mental computation strategies applied to the situation
B
showed the days of the week but not in a sequence with the number pattern evident
C
the number pattern was shown in materials, pictures or numbers but without reference to the days of the week
mainly easy to follow, well sequenced steps shown
the representation appeared to include the key information but it could not be easily followed
a mix of addition and counting on or back
counting on and crossing off with count back applied
D
when scaffolded, listed the days of the week and then continued the number pattern
when scaffolded, a sequence of days and steps was shown or work was not clearly sequenced
count all used or a prompted count on
E
with assistance, listed the days of the week and drew eggs beside the first 3 days
recording mainly carried out with support using materials
touch counting, one-to-one correspondence may be lost in the process
Visit www.blake.com.au/interactive to: P View a video extract
Hardware Requi rements
DVD player and/or interactive whiteboard
P Read more about this series P Order a 30-day FREE Preview copy
Alternatively, please contact your preferred educational bookseller.
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Contact us:
info@blake.com.au www.blake.com.au
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