Guess Our Number

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M4A Division 3 AfternoonNovember 21, 2008

• Guess Our Number?
• Cross Dividing?
• Pig Pen

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GUESS OUR NUMBER

• Clue 1
• The number is less than 30
• Clue 2
• It is a multiple of 3
• Clue 3
• The number is odd
• Clue 4
• The number is NOT a square number
• Clue 5
• The sum of the digits is 6

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GUESS OUR NUMBER

• Math Vocabulary for division 3
• Multiples, square, exponent, fraction, factors,
  square root, digit, odd, even, prime, composite,
  perfect square, principle root, integers, whole
  numbers, natural numbers, rational numbers,
  irrational numbers, terminating decimals,
  non-terminating decimals, repeating decimals,
  less than, more than, consecutive, percent, rate,
  ratio, polynomial, quotient, product, minuend,

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GUESS OUR NUMBER

• Clue 1
• Clue 2
• Clue 3
• Clue 4
• Clue 5

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IDEAS TO CONSIDER
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THINK ABOUT

• Which process skills do you see embedded in this
  activity?
• How do you see the nature of mathematics coming
  through this activity?
• How does the atmosphere at your table help or
  hinder your progress?

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CROSS DIVIDING?

• Students are always finding creative ways to make
  cancellation errors. You may be familiar with
  this old classic

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CROSS DIVIDING?
For what other fractions, of the same form, does
cross dividing produce an equivalent fraction?
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CROSS DIVIDING?
POSSIBLE SOLUTIONS? 26/65 2/5 19/95 1/5 22/22
1/1 49/98 4/8 00/01 0/1
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• One Strategy
• 14/4? multiples of 14 ? 28, 42
• 14/42 does not reduce to ½ so 14 cannot be a
  numerator
• 15/5? multiples of 15 ? multiples would get 45,
  60, etc. so 15 cannot be a numerator because the
  denominator can never begin with a 5

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Another strategy (If you know the answer of the
reduced fraction) 16/ 64 ¼ 1 n / 10n 4
¼ 10 n / 10n 4 ¼
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IDEAS TO CONSIDER

• Let them do a vertical cancellation change the
  prompt
• Demonstrate how to eliminate some options
• Give them the reduced fractional answer and ask
  students to find the 1 number that is missing
• Do this activity in different bases!

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THINK ABOUT

• Which process skills do you see embedded in this
  activity?
• How do you see the nature of mathematics coming
  through this activity?

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PIG PEN
A rancher near Cochrane has 4 straight pieces of
fencing 1, 2, 3 and 4 metres in length. What is
the maximum area that he can enclose by
connecting the pieces?
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PIG PEN Some Answers

• Just under 5 square metres
• Between 5 and 6 square metres
• Needed something as close to a circle or square
  to have the maximum area so we tried to arrange
  the sides in a shape close to these
• Rearrange, recalculate, etc. Got closer to 7
  square metres

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IDEAS TO CONSIDER
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THINK ABOUT

• Which process skills do you see embedded in this
  activity?
• How do you see the nature of mathematics coming
  through this activity?

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FINAL REFLECTIONS
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GROUP PROJECT

• Create a visual which reflects what a math
  classroom could look like and sound like
  according to the revised program of studies.
• This can be a poem, song, drawing, a series of
  tableaux, symbols, etc.
• Please sign your names

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NEXT SESSION

• Monday, December 12 830 to 1130
• Location TBA
• Coaching Session
• Please register M4AC100-0-01
• Friday, December 12 100 to 330
• Location TBA