Posted in Additive relationships, Calculating, Communication using symbols, Conceptual understanding, Easter, Fluency, Logical reasoning, Strategic competence

Calculating Chicks

How many chicks are hiding?

Screenshot 2018-03-22 23.20.51

Digit Dog is using a hollow plastic egg and some fluffy chicks to create some number problems. This type of word problem requires more thinking than the problems such as “There are 4 chicks in my egg and 4 chicks on the floor.  How many chicks are there altogether?”, where the end result is unknown.

The aim is to encourage learners to think and talk mathematically – to have a mathematical conversation and use their knowledge of additive relationships and the link between addition and subtraction.

Ask learners to:

  • Explain what the problem is about in their own words.
  • Explain what information they know and what they are trying to find out. How many chicks are not in the egg? What number of chicks cannot be in the egg?
  • FInd a way to work out how many chicks are in the egg.
  • Describe the strategy they have used. They might:
    • act it out – using children themselves (with chick masks)
    • act it out – using toy chicks
    • use counters to represent the chicks
    • draw pictures of the chicks
    • use an eight Numicon shape to lace the chicks on
    • use number bonds
  • Convince everyone that their answer is correct. Use sentence starters such as:
    • I know the answer is 4 because ….
    • First of all I…………then I………
    • I know that …….. so…………
  • Write a number sentence
  • Change the number of chicks in the egg.
  • Think about a What if………?

What if there were more than 8 chicks altogether?

What if the story wasn’t about chicks?

Can learners transfer their thinking to a new problem?

Make up some of your own problems like this one for your friend.

The five proficiences

Learners will use:

  • strategic competence to make sense of the problem, work out what is known and what needs to be found out and to decide on a way of solving it.
  • logical reasoning to explain their thinking, to make sense of the problem and to use what they know to work it out.
  • conceptual understanding of, and fluency with, number bonds for 8 in order to use them to solve the problem and to be efficient and accurate with the basic calculations.
  • communication using symbols and correct mathematical vocabulary to write number sentences and explain their thinking .

Learners will need to be competent in all five proficiencies in order to create their own problems.

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