The purpose of this activity is to engage students in generalising the difference between two sequential counting numbers, in context.
This activity assumes the students have experience in the following areas:
The problem is sufficiently open ended to allow the students freedom of choice in their approach. It may be scaffolded with guidance that leads to a solution, and/or the students might be given the opportunity to solve the problem independently.
The example responses at the end of the resource give an indication of the kind of response to expect from students who approach the problem in particular ways.
A bag of one dozen donuts has 12 donuts in it.
If the bag is labelled ‘a baker’s dozen’ then it has 13 in it.
Explain the difference between a dozen and a baker’s dozen.
The following prompts illustrate how this activity can be structured around the phases of the Mathematics Investigation Cycle.
Introduce the problem. Allow students time to read it and discuss in pairs or small groups.
Discuss ideas about how to solve the problem. Emphasise that, in the planning phase, you want students to say how they would solve the problem, not to actually solve it.
Allow students time to work through their strategy and find a solution to the problem.
Allow students time to check their answers and then either have them pair share with other groups or ask for volunteers to share their solution with the class.
The student use images and/or objects to find the difference between packs of 12 and 13 donuts.
Click on the image to enlarge it. Click again to close.
The student uses number sequence words and symbols to establish the difference between 12 and 13.
Printed from https://nzmaths.co.nz/resource/baker-s-dozen at 12:39am on the 19th April 2024