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Purpose

This problem solving activity has a number (addition and subtraction) focus.

Achievement Objectives
NA1-1: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
Student Activity

Decorative image of a capital ‘G’.Gill is writing her name using capitals.
She notices that "G" has three end-points, "I" has two and "L" has two.
How many points does she have in her name?

How many points does your name have?

Whose name in the class has the most points? The fewest points?

Specific Learning Outcomes
  • Add several small numbers.
  • Devise and use problem solving strategies to explore situations mathematically. This problem uses guess and check, be systematic, draw a picture, and think.
Description of Mathematics

This problem is about points on the capital letters of the alphabet and is a precursor to algebra. Students will need to count the 'end points' on each letter in their name, then add these totals together to get the total number of 'end points' in their name.

A series of six lessons with the same theme span Levels 1 to 5. They involve number concepts gradually developing into algebraic concepts. The lessons are Names and Numbers, Number, Level 2; Make 4.253, Number, Level 3; Multiples of a, Algebra, Level 3; Go Negative, Number, Level 4; and Doubling Up, Number, Level 5. You might find it useful to scan these other lessons to see where they lead.

Required Resource Materials
Activity

The Problem

Gill is writing her name using capitals. She notices that "G" has three end-points, "I" has two and "L" has two. How many points does she have in her name?

How many points does your name have?

Whose name in the class has the most points? The fewest points?

Teaching Sequence

  1. Tell the students Gill’s story.
    How many points does she have?
  2. Have your students find the number of points in other words. For example, ROOM, MATHS. Write the words on the board and model counting the points.
  3. Ensure that they understand how to find the number of points of a letter. Have each student write their first name in capital letters and find the number of points. Have a partner check that they have found the right value for their name.
  4. Have students form groups where all the students’ points are the same. Have them think about their names to see if there is a good reason why they are all in the same group.
    How many points do you have in each of your names?
    Can different names have the same number of points? 
    Who has the most/least points in their name?
    What is the total number of points in your group?
  5. Have groups report on what they have found out.
  6. Explore the Extension.

Extension 

Can you think of a name that has 17 points? (One that hasn’t come up before.)

Can you find a shorter name that has more points that a longer name? If so, why is this?

Ask students to come up with some easy addition equations using the points in their group.

Solution

The answers that you get for the first part of the question will depend upon the names of the students in the class.

Solution to the Extension

They will know from the first part of the lesson that a reasonably long name is needed to get 17 points. Have them guess and check to find a solution.

They may find that rounded letters (eg. C, D, O) have fewer points, so OSCAR has fewer points than EMMA.

Attachments
Points.pdf79.7 KB
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Level One