>Now that you've had a chance to talk about the problem, I'd like your >group to write up some pieces addressing some or all of the following >issues. Break it up so that each person is doing part of work. > How did you get your answer? Did you all agree?
We diagrammed the problem. Fingers were also used to illustrate the solution. We also wrote numbers and recognized a pattern. Ordinals were a part of our vocabulary. We agreed that we would tell students where the king starts pouring.
>What are similar problems that you have used in your classroom? > >How would you use this problem in your classroom? How would you change this problem if you were going to use it? >>How does this problem fit in with your current curricular focus or >focuses? (patterns, functions, and problem solving, cooperative >learning, or whatever) >
I might use a similar problem to get children to readily use ordinal vocabulary.
Pooh bear is having a birthday party. His favorite gift is Hunny. Each guest brings one more jar than the last guest. If the first guest brings 2 jars of Hunny, how many jars will the _______th guest bring. This incorporates basic addition and can include multiplication.
Children could use manipulatives to show their answers. They could also work together. They would also be able to recognize a patten in multiplication tables. > >
>After you've done a bit of this writing, take a look at the solutions >submitted by students and talk about them in your group. What do you >see? Do you hear anything surprising to you? Do you see things that you >talked about when you were solving the problem in your group? > > -Annie