uxirs ov won uxir rwo: vnacrioxs

Description
Students form groups of 3 or 4.
Distribute resource 16 to every student and explain the activity. At this stage, groups discuss strategies
for solving the problem (finding the fraction shaded). Each group then shares with the class one
strategy used.
Groups are given five minutes to solve the problem.
Distribute resource 17 to each student and ask groups to read the example, underlining any words that
are unfamiliar.
Students, in groups, discuss underlined words. Then you could clarify any unexplained meanings with
the class.
Model writing another explanation, using resource 17 as the overhead, focusing on one groups
strategies.
Working in the same groups, students investigate the next problem (resource 18). Encourage groups to
write the first draft of their explanation on butchers paper and edit their work.
Monitor groups progress.
Edited first draft is checked by teacher.
Students individually write their groups edited explanation on their worksheet (resource 17).
Resource 19 could be used as an extension problem for fast working groups, as an assessment task, or
as an individual task for homework.
Activity 2.4
50 mins
This activity gives the students the
opportunity to investigate problems
involving fractions shaded, and equal
fractional parts. It also models a structure to
assist students in writing detailed
explanations of how they solved the
problem.
Resources
Resource 16 and 17 (one per student, not
back-to-back).
Resource 17 (OHT for teacher).
Resource 18 (one per student).
Resource 19 (one per student).
Butchers paper or scrap paper, and
coloured textas.
1 Curriculum K-12 Directorate, NSW Department of Education and Training
racnixo iirrnacs ix xarnrxarics ix sran ;
T
Activity 2.4 continued
What fraction of the diagram is shaded?
Write up to half a page describing how you were
able to answer this question.
Hint: This diagram may be helpful.
When drawing students
attention to the hint
diagram, emphasise equal
parts.
Remind students about all the
different problem-solving
strategies that are available to
them, e.g. guess and check,
drawing, colouring, moving,
cutting and superimposing,
considering a smaller
problem.
Underline key words in the
problem.
Technical vocabulary, such as
equilateral triangle, calculate, may
be difficult for students. Write them
on the board or overhead
transparency as required.
Ordering sentences for the
explanation could be a problem for
some students. Each idea could be
numbered then put in preferred
order after editing. Alternatively,
each idea could be written on
separate strips of paper and
physically moved until students are
happy with the order. Editing can
then be completed.
Use of the prepositions, in, of, with, to, from, is another difficult
aspect of using English for mathematical purposes. Have students
regularly read their explanation out loud to other group members,
checking that it makes sense.
When grouping, make sure that
students with weak language skills
are spread across groups.
Knowledge and language skills develop together.
Explanation
Structure Example
Introduce topic
or problem to
be explained.
Series of
explanations.
(Could involve
diagrams,
illustrations,
mathematics,
explaining how
to solve the
problem)
Conclusion
(answer to
the problem)
We found the fraction shaded to be .
Introduce topic
or problem to
be explained.
Series of
explanations.
(Could involve
diagrams,
illustrations,
mathematics,
explaining how
to solve the
problem)
Conclusion
(answer to
the problem)
We started by looking at the hint diagram the teacher
provided. The 8cm equilateral triangle was divided into
32 small right-angled triangles of equal size. Tom
measured the triangle in the shaded diagram and
discovered it was also an 8cm equilateral triangle.
Together we discussed how we could calculate the
fraction of the diagram that is shaded. Trinh said we
should cut out one of the small triangles from the hint
diagram and put it in the shaded diagram.
The group greed that this was a good solution until
Jelena said "Why don't we just colour the hint diagram
to match then shaded diagram?" Then we counted the
small triangles we coloured.
The problem is to explain how to find the fraction of
the diagram that is shaded.
We found the fraction shaded to be... 11
32
Curriculum K-12 Directorate, NSW Department of Education and Training 2
racnixo iirrnacs ix xarnrxarics ix sran ;
T
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6
What fraction of the diagram is shaded?
Write up to half a page describing how you were
able to answer this question.
Hint: This diagram may be helpful.
Curriculum K-12 Directorate, NSW Department of Education and Training 3
uxirs ov won uxir rwo: vnacrioxs
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4 Curriculum K-12 Directorate, NSW Department of Education and Training
racnixo iirrnacs ix xarnrxarics ix sran ;
T
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c
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Curriculum K-12 Directorate, NSW Department of Education and Training 5
uxirs ov won uxir rwo: vnacrioxs
R
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1
9
Investigation
What fraction of the diagram
is unshaded?
Describe the method used to
solve this question.
6 Curriculum K-12 Directorate, NSW Department of Education and Training