This counting collections activity engages students in identifying which roll of toilet paper is better value.
This collection can be regarded as a discrete collection to be counted or a continuous collection to be measured. A continuous collection can be estimated, grouped, measured and compared with an awareness of how measurement approximations affect accuracy. Refer to the How many pieces? (years 4-6) if approaching this task as a discrete collection.
Counting collections promotes number sense, and is an essential foundation for students to be successful mathematicians. Recent literature (e.g. Boaler, 2008) suggests that flexible grouping practices best supports equitable opportunities for student learning.
It is important to share the mathematical focus of the task with students. This task addresses content across multiple strands. Provide students with opportunities to develop their own strategy to count or measure efficiently, to work collaboratively, to record their strategies and to share and justify their findings using a variety of representations. Students will develop an awareness that approximated or rounded measurements lead to compounding of measurement errors. This task lends itself to discussions around this idea.
Consider the mathematical language your students are likely to use when measuring and the language you want to develop.
Student agency is promoted if students have choice over how their own approach to finding and recording a solution. Rather than suggesting particular solution methods to students, teachers can use enabling prompts to support students who require assistance. Extending prompts can be offered when students have completed the task to build more sophisticated strategies and understandings.
A wondering for mathematical inquiry can be developed by teachers in consultation with their students. For example:
Considerations when planning for the task introduction include:
Printed from https://nzmaths.co.nz/resource/how-many-pieces-years-7-10 at 10:48pm on the 25th April 2024