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Australian Curriculum Year 5 Applicable to all content descriptors
Key Idea Helping students construct a deep understanding of mathema6cal ideas and processes by engaging them in doing mathema6cs: crea6ng, conjecturing, exploring, tes6ng, and verifying' Resources FISH Problem Solving kit Maths learning journal Vocabulary find, informa6on, skills, strategies, least, Introductory Ac9vity Process Fish Problem Solving Introduce the FISH problem solving strategy to the students by star6ng a discussion on real life fishing. (5 W’s & H) Ask who likes fishing? Use a thumbs up thumbs down strategy for response Ask what do you need to go fishing? Use the ‘Word Mover’ App to make a list.
Sort brainstormed list into headings-‐Equipment, condi6ons, Informa6on etc Ask when do you go fishing? Where do you go fishing? Ask how do you go fishing? Tell a real life fishing story that leaves the story at the complica6on stage. Ask the students ‘What have I got now?’ Elicit the response ‘a problem’ from the students. Brainstorm What is a problem? (either create a concept map or frayer model) AUer the students complete this step ask them what do we do with a problem… solve it! Lets go fishing with a problem. Ac9vity Process-‐Finding All Possibili9es-‐Story Problem The objec6ve of the ac6vity is to introduce learners to FISH problem solving process. ‘Some Tripods and Bipods flew from planet Zeno. There were at least two of each of them. Tripods have 3 legs. Bipods have 2 legs. There were 23 legs altogether. How many Tripods were there? How many Bipods were there? Find at least two different answers?’ The statement above indicates that there is a problem with more than one answer. Learners need to know that some
problems have more than one answer. When they find an answer to a problem they need to ask themselves
if there might be other answers. A strategy
like an organised list or table allows them to check their answers. The problem is not asking the learners to iden3fy any calcula3ons they need and then carry these out (as they typically do for word problems) The problem is asking the learner to sort out , from the informa3on they are given, what combina3ons of twos and threes they can make to meet the condi3on of 23 legs. The story scenario provides informa3on. Direct learners’ aBen3on to how the informa3on has been included in the problem (list/group/label strategy). This strategy stresses rela3onship between words and the cri3cal thinking skills required to recognise these rela3onships. • List key words • Group words into logical categories based on
shared features • Label categories with clear descrip3ve 3tles To assist learners to tackle this type of problem, the teaching approach might be to remind students of ac3vi3es that generate lists eg going fishing Introduce simple ques3ons eg ‘What kind of number is two and three? Do both numbers have anything in common? What is the smallest number that appears both in the 4 and 6 3mes tables?’ to encourage thinking and the use of lists. Discuss the efficiency of solu3ons that the class develops
Teacher models a ‘think aloud’ with the FISH strategy by highligh6ng text in the appropriate colours
‘Some Tripods and Bipods flew from planet Zeno. There were at least two of each of them. Tripods have 3 legs. Bipods have 2 legs. There were 23 legs altogether. How many Tripods were there? How many Bipods were there? Find at least two different answers?’ Using a working backwards strategy learners are told that two possible answers are • 10 Bipods and 1 Tripod • 6 Tripods and 2 Bipod and invited to work out whether these answers are valid. How reasonable are the answers? Learners are encouraged to iden6fy strategies and other possible solu6ons. Discussion around the characteris6cs of the answers eg which one has the most bipods or tripods etc can be developed and lead to the highligh6ng of a rule in the text of the original problem-‐must be ‘at least’.
Ac9vity Process-‐ Introducing the FISH-‐What does the acronym FISH mean? Display each fish. In groups,( approx 4) students are asked to wear corresponding colour fish strips with corresponding phrase on it, which reminds them of what their job is in the group egg red ‘what am I asked to find or do? Ac9vity Process-‐Working with the fish-‐Understanding what stage each of the fish represents in a problem For this ac6vity teacher selects problems to suit ability levels in the group. Group have been devised according to ability levels and selected problems are simple to allow the group to focus on the process of using the FISH. Problems are printed on laminated cards and each student has a wipe off marked in the colour fish they are represen6ng. • Red fish student highlights what am I asked to find? • Blue fish student highlights what informa6on do I have? • Yellow fish student suggests skills or strategies the group could use to solve the problem • Green fish student focuses on how reasonable is the answer Students are reminded that this process has been previously modeled in finding all possibili6es.
Assessment Op6on 1 What 6me is it now? What will the 6me be in a thousand seconds? Using the green FISH to explain how reasonable is your answer. Op6on 2 How high would a stack of a 1000 cubes be? Using the green FISH to explain how reasonable is your answer. Background
Characteris6cs of Problem Solving
• interac6ons between students/students and teacher/
• mathema6cal dialogue and consensus between students
• teachers providing just enough informa6on to establish background/intent of the problem, and students clarifing, interpre6ng, and ahemp6ng to construct one or more solu6on processes
• teachers accep6ng right/wrong answers in a non-‐evalua6ve way
• teachers guiding, coaching, asking insighiul ques6ons and sharing in the process of solving problems
• teachers knowing when it is appropriate to intervene, and when to step back and let the pupils make their own way
• make generalisa6ons about rules and concepts, a process which is central to mathema6cs
Digital Learning hTp://illumina9ons.nctm.org/Ac9vity.aspx?id=3569 Assessment By the end of Year 5, students solve simple problems involving the four opera9ons using a range of strategies. They check the reasonableness of answers using es6ma6on and rounding. Students iden6fy and describe factors and mul6ples. They explain plans for simple budgets. Students connect three-‐dimensional objects with their two-‐dimensional representa6ons. They describe transforma6ons of two-‐dimensional shapes and iden6fy line and rota6onal symmetry. Students compare and interpret different data sets. Students order decimals and unit frac6ons and locate them on number lines. They add and subtract frac6ons with the same denominator. Students con6nue paherns by adding and subtrac6ng frac6ons and decimals. They find unknown quan66es in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour 6me. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabili6es between 0 and 1. Students pose ques6ons to gather data, and construct data displays appropriate for the data.
Inves9ga9on: Making your first Million Engage the students in discussing large numbers by recoun6ng that some scien6sts believe dinosaurs became ex6nct approximately 65 million years ago. Consider a report of a footballers salary reported as $3 million. Ask the students, "How can we relate to such large numbers?" To help them answer this ques6on, focus the discussion on the magnitude of 1 million. Ask the students to try to imagine the size of a tank that can hold 1 million litres of water, or a pile of garbage that weighs 1 million kilos, and discuss the no6on that these images are difficult to visualize. Explain that the focus of this inves6ga6on is to assist them in understanding and apprecia6ng the magnitude of large numbers. Ask the students, "Have you been alive for 1 million days? Hours? Minutes? Seconds?" Give the students an opportunity to explore these ques6ons with their calculators. How long is: • One million days? • One million hours? • One million minutes? • One million seconds?
Name something that happened: • One million hours ago • One million minutes • One million seconds
Using the FISH strategy for problem solving explain how you arrive at your answers?