CMA workshop A ‘Rich’ task
description
Transcript of CMA workshop A ‘Rich’ task
![Page 1: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/1.jpg)
CMA workshopA ‘Rich’ task
![Page 2: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/2.jpg)
![Page 3: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/3.jpg)
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.
![Page 4: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/4.jpg)
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
![Page 5: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/5.jpg)
LEADING QUESTIONS
Are there any other numbers that will add What would it look like if I had every single
combination of . . .
![Page 6: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/6.jpg)
WHERE TO NEXT?
What would x + y = 8 look like? What would x – y = 5 look like?
![Page 7: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/7.jpg)
LESSON 2
Revisit and complete template for first lesson.
Hand out equation to different groups. Each group completes 3 more examples of
equations
![Page 8: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/8.jpg)
COMPARE AND CONTRASTEquation
Y= X int Y int SlopeUp or down
Steepness?
Table, y goes up by
![Page 9: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/9.jpg)
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
![Page 10: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/10.jpg)
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?”
![Page 11: CMA workshop A ‘Rich’ task](https://reader035.fdocuments.in/reader035/viewer/2022062217/56814508550346895db1d0f9/html5/thumbnails/11.jpg)