3. Everything was going along fine until one day the
Number 6 machine broke down!
No worries - just put the liquorice through the Number
2 Machine and then the Number 3 machine.
4. Liquorice Factory
In these times of hardship how many machines do
we really need? And what are they?
Those who have the most efficient factory stay
employed!
5. Two players take turns crossing out one number from the
playing board. The first move in the game must be an even
number. After that, each number must either be an exact
divisor or an exact multiple of the previous player's choice. The
first player who cannot cross out a number loses.
Juniper Green
6. Using the same rules as before, now work collaboratively with
your partner to cross off as many numbers as possible.
Document your steps. Who can have the most crossed off?
Juniper Green -
The Sequel
7. Outcomes
• What does this task achieve?
• What understanding will students develop?
• How is this different to a standard lesson
on this topic?
8. Rich Task? Definition?
• It draws on a range of important mathematical
content
• It is engaging for students
• All students are able to make a start, as it caters fro
a range of levels of understanding
• It can be successfully undertaken using a range of
methods or approaches
• It provides a measure of choices or openness,
leading to a sense of student ownership
Source: (http://www.educationaldesigner.org/ed/volume1/issue4/article15/index.htm accessed 27/4/13
9. Rich Task? Definition?• It actively involves students in their own learning
• It shows the way in which mathematics can help make
sense of the world
• It makes appropriate and effective use of technology
• It allows students to show connections they are able
to make between the concepts they have learned
• It draws the attention of students to important aspects
of mathematical activity
• It helps teachers to decide what specific help students
may require in the relevant content areas, or ways in
which students may be extended
Source: (http://www.educationaldesigner.org/ed/volume1/issue4/article15/index.htm accessed 27/4/13
10. a lot of criteria - eh!
• Does a rich task need to address all the
criteria?
11. Consider a rich task in your
classroom recently...
• Think
• Pair
• Post It Note on Board
12. Brainstorm - Rich
Tasks
• Job for a king - chessboard square - how much wheat? Weigh wheat - how
much?
• Class average of height - predict who is the average student in the room -
play around with extremes!
• relate algebra to area - shape representing letter - on centi-paper adding
substracting
• Different containers - how much they hold - guestimating sphere - vlouyme
• Chocolate game - 3 then two then one - choose where they sit -breaking
down into fractions - have to decide where to
• Build a chookyard - certain amount of fencing - maximise!
17. but I’m a Math’s
teacher....that stuff is
for other KLA’s
hold that thought.....
18. Problem Based Learning
• No nice video - sorry
• Major difference is that focused on process
rather than product
• Still inquiry based, open ended and student
centred
• Smaller chunks - often focus is only on one
outcome, skill or key concept
19. PBL or PrBL?
• PBL
• Students create a project (written, oral, visual,
multimedia etc) that solves a need for their
school or community.
• Uses an essential question and has an authentic
audience for the completed product
• PrBL
• Real world problem - work on investigating and
solving it
• Focus on what they already know and what
they need to learn - students then find and
apply knowledge to solve the problem.
22. Some examples
easiest if you go to my blog:
http://simonborgert.wordpress.com
Or try:
http://21centuryedtech.wordpress.com/2011/10/06/con
necting-pbl-and-stem-40-free-engaging-resources-to-
use-in-the-classroom/