The focus of this activity is for students not simply find solutions but to think about a way to record their discoveries in a systematic way. How can students share their thinking and compare their answers to someone else?
Purpose
- Identify the qualities of a good mathematician
- Demonstrate the qualities of a good mathematician
- Explain and record thinking using a systematic approach
- Explain symmetry
- Recognise and provide examples and non-examples
- Recognise and explain the connection between the number of beads, the colours and the number of solutions
Curriculum Connections: AUSTRALIAN CURRICULUM F-10
LOCATION & TRANSFORMATION – Year 4
- Create symmetrical patterns, pictures and shapes with and without digital technologies(ACMMG091)
LOCATION & TRANSFORMATION – Year 5
- Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
At the end of this lesson students should be able to answer the following questions
- What do you know about this problem?
- How many beads do you need?
- What does symmetry mean?
- How can you record your solutions?
- Is drawing pictures the most efficient strategy? How else could you record the solution?
- Is there more than one solution?
- How can you prove your solutions are different?
- What if you rotate or flip your necklace?
- What if you have more/less beads?
- What if you change the bead colours?
- How can you show you have all the possible solutions?
For more information, please download the attached lesson plan.
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