In Classroom Resources, Measurement and Geometry

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.

Recommended Posts