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What's the problem?


Grade Work Samples
Midway through Stage 3 (end of Year 5) End of Stage 3 (end of Year 6)
Grade A Rania   Jo   Sam   Taylor  
Grade B Haley   Ricky   Mel   Lou   Darcy  
Grade C Flynn   Mackenzie   Sascha   Xiang   Pat   Ariel   Alex  
Grade D Morgan   Cameron   Chandra   Shannon   Casey   Lee  
Grade E Robyn   Kerry  
New Work Samples
Stacey

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Number, Patterns and Algebra

Description of activity

Students respond to a scenario and record a variety of responses.

  1. The teacher poses the question: ‘The answer to a problem is one and a half, what might the question be?’
  2. Students record a variety of questions, including word problems, number sentences and questions that involve more than one operation.
  3. They include the four operations in their questions.
The suggested time allocation for this activity is 20 minutes.

Suggested materials

Blank paper, pens/pencils

Prior learning

Students have modelled, compared and ordered fractions with whole and mixed numerals. Similar activities have been given with whole numbers and students have experienced working on an empty number line.

Board of Studies NSW, Mathematics K–6 Syllabus, pp 64–65, 77
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 128

Outcomes

Fractions and Decimals (NS3.4)
Compares, orders and calculates with decimals, simple fractions and simple percentages
Patterns and Algebra (PAS3.1b)
Constructs, verifies and completes number sentences involving the four operations with a variety of numbers
Questioning (WMS3.1)
Asks questions that could be explored using mathematics in relation to Stage 3 content
Applying Strategies (WMS3.2)
Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations
Reasoning (WMS3.4)
Gives a valid reason for supporting one possible solution over another
Reflecting (WMS3.5)
Links mathematical ideas and makes connections with, and generalisation about, existing knowledge and understanding in relation to Stage 3 content

Criteria for assessing learning

Students will be assessed on their ability to:

  • construct a variety of mathematical problems including word problems and questions involving more than one operation
  • use fractions and/or decimals and the four operations

 

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