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CMA workshop A ‘Rich’ task

CMA workshop A ‘Rich’ task. Two numbers that add to 10. Aim: T o Investigate relationships between numbers. Know How: Representing Information in different ways. Know why:

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CMA workshop A ‘Rich’ task

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  1. CMA workshop A ‘Rich’ task

  2. Two numbers that add to 10 Aim: • To Investigate relationships between numbers. Know How: • Representing Information in different ways. Know why: • To get relational. If we can make connections between different representations of information, our understanding will increase. Aim High: • Try to generalise our findings.

  3. Write down pairs of numbers that add to 10 • How might a mathematician express the statement “two numbers that add to 10”? • How could we sort these? • What are some other ways that Mathematicians might represent the information? • What do we notice as one of the numbers gets bigger? A most important aspect of using Rich tasks and developing student thinking is questioning technique

  4. Leading questions • Are there any other numbers that will add • What would it look like if I had every single combination of . . .

  5. Where to next? • What would x + y = 8 look like? • What would x – y = 5 look like?

  6. Lesson 2 • Revisit and complete template for first lesson. • Hand out equation to different groups. • Each group completes 3 more examples of equations

  7. Compare and Contrast

  8. Next - Some IT play • Parallel lines http://nrich.maths.org/5609 • Perpendicular lines http://nrich.maths.org/5610 • Translating lines http://nrich.maths.org/6539 • Reflecting lines http://nrich.maths.org/6471 • Surprising Transformations http://nrich.maths.org/6544

  9. Other ideas for linear equations/graphs • The cradle snatching rule • Half your age and add 7 • Comparing ages • “What is it called when you’re only half another persons age once?”

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