I slightly adapted this prompt for my grade 4 class by removing one of the shapes. The questions and comments generated kept us busy for a couple of weeks and by the end of the inquiry pretty much all the required benchmarks, and more, were ticked off.
This inquiry prompt lends itself to be being used in a number of different ways. The first time I used this prompt I used both images and the statement. The second time I just presented one image. The first kept the inquiry focused on area - the second left the inquiry far more open but eventually came … Continue reading Area Prompt
Questions and comments: I think 42 x 14 is the same as 84 x 7 because if you split 84 you get 42 and if you split 14 you get 7. Why does it say that 42 x 14 = 84 when the answer is really 588? I think the answer to 42 x 14 … Continue reading Division prompt
Digging in to addition of fractions using this prompt from inquirymaths.com. After a whole class discussion framed around questions and comments students worked with partners to explore their chosen question. I like the students' use of manipulative to explain the calculations.
I discovered these quirky and playful short films by the mathemusician, Vi Hart, via 'Becoming the Math Teacher You Wish You Had'. I've tried to instill in my students the idea of 'playing with maths' and also encourage them to see and make sense of the mathematical beauty in the world around them. After watching the … Continue reading Show Me The Maths!
What do you do when a prompt or provocation doesn't take the learning anywhere new? We are coming to the end of our current unit exploring 2D shape and space. There has been some powerful inquiry driven by the students through carefully chosen prompts and provocations. However, none of them have led us to digging deeper into the concept … Continue reading Provocation for area inquiry