CMA workshopA ‘Rich’ task

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.

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

LEADING QUESTIONS

Are there any other numbers that will add What would it look like if I had every single

combination of . . .

WHERE TO NEXT?

What would x + y = 8 look like? What would x – y = 5 look like?

LESSON 2

Revisit and complete template for first lesson.

Hand out equation to different groups. Each group completes 3 more examples of

equations

COMPARE AND CONTRASTEquation

Y= X int Y int SlopeUp or down

Steepness?

Table, y goes up by

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

OTHER IDEAS FOR LINEAR EQUATIONS/GRAPHS1. The cradle snatching rule

Half your age and add 7

2. Comparing ages “What is it called when you’re only half another

persons age once?”