Maths on the MoveTasks Cards

Mathematicians Model

Used the problem solving task cards.

Began with two lessons per week separate from maths program.

After two weeks moved to three times a week.

Investigations were in the form of group tasks and whole class lessons.

Introduction – Week 1Junior Primary

Whole class exercise

Use props

Problem was read out to them

Given opportunity to work out the answer through problem solving.

Lots of teacher questioning and referring back to the problem.

“Crossing the River” and “Eric the Sheep”

Upper Primary

Group activities

Three activities selected with 15 minutes at each activity

Activities were rotated

No teacher input – discover learning

2nd lesson involved discussion with students regarding tasks.

Week 2 – Two LessonsJunior Primary

Classes into groups – allocated different task to explore.

Walked around observing but had to clarify many questions throughout the lesson.

Upper Primary

“Row Points”

Looked at solving problem with 13 – highest and lowest.

Investigated how many rows of 3, 4 and 5.

Played game in pairs.

Discussion during/end of lesson.

Week 3 – Three LessonsJunior Primary

Classes into groups – allocated different tasks.

Concentrating on recording.

Peer tutoring.

Upper Primary

‘Soft Drink Crates”

Looked at solving problem with 10, 18 and 14 cans.

Investigated even numbers from 2 – 24 and recorded results.

Discussions during/end of lesson.

Junior Primary

Classes into groups – allocated different tasks.

Concentrating on recording.

Peer tutoring.

Class discussions about what they though of the tasks.

Week 4 – Three Lessons

Upper Primary

‘Dice Difference”

Played the game in pairs.

Investigated 200 throws and outcome.

Tabled results.

Played game again based on results and discussed.

Soft Drink CratesJunior Primary

Antony and Brookelyn stayed with this task for the whole duration of our problem solving lessons. This was their choice. Some of their comments were:•It is hard

•We couldn’t work it out, we felt dumb.

•I think it is unsolvable.

•It is easier with ten and I suppose it is

possible with eighteen.

•If it takes us ages and I cant work it out

I would feel it is unsolvable. It is tricky.

Quotes from studentsJunior Primary

Makes me learn how to count.

Makes me think a lot.

I feel fantastic when I play them.

I wanted to finish it. It makes me think like a mathematician.

Partners help each other.

It was easy when we did the lines on the carpet.

It helped when we learnt how to tally.

Upper Primary

I enjoy putting rows in order and learning about threading.

I have learnt to solve problems without a calculator. I now use my brain instead.

It is fun and challenging.

We work with a partner, because if we are stuck the other one can help and you can’t play the games by yourself.

I think we do it because it helps us think like mathematicians.