1 / 19

The Curriculum F - 10

The Curriculum F - 10. Understanding The content, theory and structure Fluency In number/algebra and in Maths? Problem Solving The problem and where it fits? Reasoning The problem and overall. Where does extension/enhancement fit?. How specific s hould the question be ?.

gilon
Download Presentation

The Curriculum F - 10

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Curriculum F - 10 • Understanding • The content, theory and structure • Fluency • In number/algebra and in Maths? • Problem Solving • The problem and where it fits? • Reasoning • The problem and overall

  2. Where does extension/enhancement fit? How specific should the question be ?

  3. Products of numbers The six faces of a dice are numbered -3, -2, -1, 0, 1, 2. If the dice is rolled twice and the two numbers are multiplied together, what is the probability that the result is negative? Which level? What would be the focus?

  4. A possible solution

  5. Where to from here? Does it work for bigger numbers? If I rolled three dice or four dice, would this change my thinking?

  6. A 3D perspective

  7. Differences of numbers An arrangement of numbers is said to have different differences when the differences between neighbours are all different. For example, the numbers below have differences of 3, 2 and 1 (all different) If the numbers from 1 to 6 are arranged with different differences, and with 3 in the third position, what are the last three digits?

  8. Different Differences Is this the only possible answer? Can we generalise?

  9. Differences of another kind Take a two digit number, reverse the digits and take the smaller from the larger. Take the answer, reverse the digits and then take the smaller from the larger. Repeat the process.

  10. Where to from here? Does it work for all two digit numbers? If I used three digit or four digit numbers would this change my thinking?

  11. Painting A cube, constructed from 27 unit sized cubes, has its surface painted. How many unit cubes have only two sides painted?

  12. A variation The cube shown is constructed using unit sized cubes. How many cubes are used? Have you made any assumptions? Could you provide a convincing argument that would validate your answer?

  13. Another variation If the cube shown is deconstructed, determine the number of unit cubes that have had a specific number of sides painted.

  14. A visual

  15. Enhancement Can I generalise? What happens if the size of the cube is different?

  16. Square and cubic numbers A square based pyramid is built using cubical blocks, 1 on top, 4 on the next layer, 9 on the next, 16 on the next and so on. What is the minimum number of blocks needed if the pyramid is to be dismantled and rebuilt into 2 separate cubes with no blocks left over?

  17. The lists

  18. Enhancement Is there another set of values that fit the description? Can you find a pattern? A conjecture? A proof?

More Related