Upcoming SlideShare
×

# Connect with Maths webinar "Beyond the tip of the iceberg mathematics"

1,044 views

Published on

'Tip of the Iceberg' Maths Problems
A constant challenge for teachers is to cater for the diversity of students in my classes. Matt Skoss is always looking to incorporate rich Maths tasks that are easy for students to make a start on the problem, but once students are engaged in the problem, they are exposed to the deeper, richer Mathematics lurking beneath the surface, hence the use of the 'iceberg' metaphor.
to support the professional growth of teachers.
Connect with Maths ~ supporting teachers of mathematics ONLINE
http://connectwith.indigenous.aamt.edu.au

Published in: Education, Technology
1 Like
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
• Be the first to comment

Views
Total views
1,044
On SlideShare
0
From Embeds
0
Number of Embeds
385
Actions
Shares
0
12
0
Likes
1
Embeds 0
No embeds

No notes for slide

### Connect with Maths webinar "Beyond the tip of the iceberg mathematics"

1. 1. Exploring mathematical problems beyond the tip of the iceberg
2. 2. Exploring mathematical problems beyond the tip of the iceberg
3. 3. Pick problems...
4. 4. Pick problems...
5. 5. maths300.esa.edu.au
6. 6. maths300.esa.edu.au
7. 7. Attributes of a Maths 300 lesson maths300.esa.edu.au
8. 8. Challenges in my classroom...
9. 9. Arithmagons
10. 10. Strategy Board
11. 11. Arithmagons Learning outcomes and related concepts •basic addition •difference between •algebraic representation •problem posing and solving •
12. 12. Pen thickness Pen colour
13. 13. t1 = a + b t2 = b + c t3 = a + c
14. 14. t1 = a + b t2 = b + c t3 = a + c The number on the edge is the sum of the two numbers on the vertices.
15. 15. t1 = a + b t2 = b + c t3 = a + c t1 - t2 = (a + b) - (b - c) this becomes t1 - t2 = a - c
16. 16. t1 = a + b t2 = b + c t3 = a + c t1 - t2 = (a + b) - (b - c) this becomes t1 - t2 = a - c
17. 17. Put your finger near the top circle to highlight the difference between 13 and 8, which is 5.
18. 18. Put your finger near the top circle to highlight the difference between 13 and 8, which is 5. So, the opposite circle numbers must have a difference of 5 AND sum to 9.
19. 19. Put your finger near the top circle to highlight the difference between 13 and 8, which is 5. So, the opposite circle numbers must have a difference of 5 AND sum to 9. Zero is not being used. The only pairs of numbers which sum to 9 are: (8, 1), (7, 2), (6, 3), (5, 4)
20. 20. Put your finger near the top circle to highlight the difference between 13 and 8, which is 5. So, the opposite circle numbers must have a difference of 5 AND sum to 9. Zero is not being used. The only pairs of numbers which sum to 9 are: (8, 1), (7, 2), (6, 3), (5, 4)
21. 21. Put your finger near the top circle to highlight the difference between 13 and 8, which is 5. So, the opposite circle numbers must have a difference of 5 AND sum to 9. Zero is not being used. The only pairs of numbers which sum to 9 are: (8, 1), (7, 2), (6, 3), (5, 4)
22. 22. Pick any number Another approach...
23. 23. Pick any number Complete the other other two vertices
24. 24. Pick any number Complete the other other two vertices Total needs to be 9, but 10 + 5 = 15...over by 6.
25. 25. Pick any number Complete the other other two vertices Total needs to be 9, but 10 + 5 = 15...over by 6. 6 needs to be shared between two vertices
26. 26. Add 3 Total needs to be 9, but 10 + 5 = 15...over by 6. 6 needs to be shared between two vertices
27. 27. Add 3 Take 3 Total needs to be 9, but 10 + 5 = 15...over by 6. 6 needs to be shared between two vertices
28. 28. Add 3 Take 3 Total needs to be 9, but 10 + 5 = 15...over by 6. 6 needs to be shared between two vertices
29. 29. Add 3 Take 3 Total needs to be 9, but 10 + 5 = 15...over by 6. 6 needs to be shared between two vertices
30. 30. Extensions...
31. 31. Extensions...
32. 32. Challenge older kids to program a SS
33. 33. Challenge older kids to program a SS