## What could the question be?

Grade | Work Samples |
---|---|

End of Stage 1 (end of Year 2) | |

Grade B | Pat |

Grade C | Tai Casey Drew |

Grade D | Rania Ashley Haley |

Grade E | Cameron |

## Foundation Statement strands

*The following strands are covered in this activity:*

## Description of activity

Students are presented with the scenario: 'The answer is 20. What could the question be?'

They record a variety of number sentences using numerals, symbols and words, and include different operations. (Concrete materials may be used to model problems.)

The suggested time allocation for this activity is 20 minutes.

## Suggested materials

Paper, pencils, concrete materials

## Prior learning

Students have used concrete materials to model addition, subtraction, multiplication and division problems. They are able to count to 30 and have practised building number relationships to 10.

## Outcomes

**Addition and Subtraction (NS1.2)**

Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers.** Multiplication and Division (NS1.3)**

Uses a range of mental strategies and concrete materials for multiplication and division.** Patterns and Algebra (PAS1.1)**

Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships.** Questioning (WMS1.1)**

Asks questions that could be explored using mathematics in relation to Stage 1 content.** Applying Strategies (WMS1.2)**

Uses objects, diagrams, imagery and technology to explore mathematical problems.

## Criteria for assessing learning

Students will be assessed on their ability to:

- demonstrate number relationships using addition, subtraction, multiplication and division facts
- construct a variety of mathematical problems using different operations.