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- For the students to come up with mathematical strategies for a solution of the problem (Reys et al 2012)
- To actively participate by acting out the problem ( this lesson will be conducted outside the classroom to enhance
learning)
- Using concrete materials to find and document their strategies and solutions
- To learn and familiarize themselves with different ways of how to record data
The data collections here are a great stepping stone to introduce the students to the next level (Level 5) in Data
Representation and Interpretation (Ausvels 2015). In level 5 the students need to collect and interpret data in different ways
without the use of digital technologies so this activity will be a good introduction.
1 To provide the students with a chance to firstly discuss the problem and to brainstorm ways in which they can
potentially solve the problem
2 To get the students actively participating
3 To get the students doing the problem. First they will discuss it, then act it out, and here supplying them with concrete
materials to do it
4 To get the students to work collaboratively to find a solution
5 If students find this too challenging or too easy, this lesson can be adapted to cater for the range of abailities (please
see appendix)
AusVELS:
Year Level: 4
Mathematics Strand and Content Description:
Chance
1. Describe possible everyday events and order their chances of occurring (ACMSP092)
(Ausvels 2015)
1
Key vocabulary to be developed:
Problem Solving
Visual Patterns
Active Participation
Data Collection
Concrete Materials
Solutions
References/sources used in planning, and a brief description of how they have influenced your lesson plan:
I got the idea of this activity from the Maths300 website, and this particular activity really influenced my choice as it involved
active participation from the students which involves them to stand up and move around. It also requires the students to
use three different approaches which I believe will help aid their mathematical understanding and knowledge.
REFERENCES
- Maths300, 2010, Supporting Excellence in Mathematics Teaching, Cars in a Garage, viewed 17 April 2015
http://www.maths300.esa.edu.au/index.php/component/content/article/259.html#01
- Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Fris, S & Bennett, B 2012, Helping Children Learn
Mathematics, John Wiley and Sons Australia, Milton, Queensland.
2
.
Part 1: INTRODUCTION Warm up Activity CARS IN A GARAGE
Students need to be in groups of 3 or 4 (depending on how many students works evenly. If it works with 3 students to a
group then you only need to use 3 cars for the activity. For the purpose of this lesson plan I have used 3 students per
group).
Have the students sitting in their group. Hand each group the Problem on Paper (POP) and then read the whole class
the problem. Ensure they understand their task.
Ask Question 1
Allow the students 5 minutes in their groups to discuss where they would start.
After the 5 minutes, gather the groups attention and now seek from the groups their ways of thinking. Groups may
have different strategies which is great. If theyre strategy does not work, facilitate the discussion of why not?
QUESTIONS:
Q1 - As a group, you need to come up with a way you would start to find the answer. We dont need to find the answer
just yet, but we need to come up with a way we can start to figure it out. Does that make sense? Does anyone have any
questions?
PARKING CARS
Use matchbox cars and the garages on paper. Now in their groups of 3, having just acted out the scenario now the
students will physically do it, again record the data and get the visual understanding. **The ANSWER is there are 6
different ways the cars can be parked in the garage. ** Ask question 3
This time their data collection is to be done in the form of branches (see appendix for example) and they are to use
mathematical strategies to find the answers
Draw up an example of the branches data collection table, this is how the students are to record their findings again.
This should take a few minutes, ensure the students are clear on the table before they commence
Allow them now to go back to their groups and begin the task, and explaining that this is a group activity. You could
have one person writing, one person moving cars and one person directing the cars. Ask question 4. Ask question 5
3
What if we start with making the red car in the middle garage at all times?
Can we potentially repeat the process do you think? Lets give that a go and see if it works.**If many are struggling with
it gather the class together**
Part 3: CONCLUSION Sharing, Reflecting, Assessing
Once the task is finished, gather the group on the floor in a circle sitting next to their partners with their documentation.
Go around the circle and one group at a time will:
- share their first method of data collection and explain what strategies they used to collect it
- share what difficulties that came across, if any
- share what their solution was. Also see if they enjoyed the activity.
4
Appendix 1
Explanations & images of activities
GREEN CAR
This car can go on an A5 size paper by itself and
laminated if possible. Students will use this in the main
activity of acting cars.
RED CAR
This car can go on an A5 size paper by itself and
laminated if possible. Students will use this in the main
activity of acting cars.
BLUE CAR
This car can go on an A5 size paper by itself and
laminated if possible. Students will use this in the main
activity of acting cars.
5
CAR SPACES
These are the car spaces which are to be used in the 3rd activity called Parking Cars. These car spaces can also be used if
the activity needs to gear up or gear down. By gearing up, students have 4 or 5 car spaces with still only 3 cars. The aim
again is to use data collection in solving how many ways the cars can be parked.