Easter (two lessons) - note: I don't use the SC in some of the pics from previous years anymore, I use this picutre/description of stages on the wall:
This was the activity I used to start off this unit.
It was designed to test what they had learned in some of the (mainly WALT: group work) activities in the previous two weeks.
It was also so I could see what connections students might make between add, mult and division (which we have been looking at as part of the warmup with the skip counting).
It was designed to test what they had learned in some of the (mainly WALT: group work) activities in the previous two weeks.
It was also so I could see what connections students might make between add, mult and division (which we have been looking at as part of the warmup with the skip counting).
Equal Sharing (with remainder)
I have 13 Easter eggs. How many different ways could I put them in baskets so there is the same number in each basket? How many would have to be left out?
Not really a focus on how many answer studnets could generate but how they could represent them in different ways. Picture, Equation (Mult or Addition)
Similar question to follow on the second day allowing students to build on what they discovered the day before.
I have (17, 21, 29 - your choice) easter eggs. How many different ways could I put them in baskets so there is the same number in each basket? How many would have to be left out? Don't waste (leave out) more than 3.
Not really a focus on how many answer studnets could generate but how they could represent them in different ways. Picture, Equation (Mult or Addition)
Similar question to follow on the second day allowing students to build on what they discovered the day before.
I have (17, 21, 29 - your choice) easter eggs. How many different ways could I put them in baskets so there is the same number in each basket? How many would have to be left out? Don't waste (leave out) more than 3.
Equal Sharing (slightly extended)
I have (17, 21, 29 - your choice) Easter eggs. How many different ways could I put them in baskets so there is the same number in each basket? How many would have to be left out? Don't waste (leave out) more than 3.
This was an activity to see what they had grasped and what they were not making connections between. Students were asked to solve each problem and prove they were right with some working out or a picture. The array was provided as a scaffold.