>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. > >What is your answer? How did you get it? Did you all agree? > >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) > >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 We have tried solving this problem using odd and even numbers. When done with both numbers using even and odd, the answer is always a even number.
We got the answer by using even and odd numbers. I quest by trial and error.
The two of us agree somewhat, but still a little puzzled.
Many problems are used to get children to think, but before assigning a problem I make sure that I understand the problem. I can't think of any problems in the math textbook.
I would use this type of problem to get children to work cooperatively in groups.
I would change this problem allowing the king to sit down at the table, and a place setting for ten. This way everyone knows how many is at the table.
Children first must be able to recognize patterns, and from there various operations in problem solving and cooperative learning technique
Please note that I worked along with James on this project.