In this edition of the News you will find:
New Cube Tube Videos
Remind Yourself About Pymble
Tasks of the Month
Task 218, Guessing Colours Game
Task 219, The Hole In The Triangle
Please feel free to distribute this information.
Email News Services
If you would like to subscribe please send an email request to: firstname.lastname@example.org:
Update messages are sent from:
- In the subject line write Subscribe Maths.
- In the body of message state which divisions you want to subscribe to, or simply write Subscribe All.
- Add your name and preferred email address.
Mathematics Centre monthly
Calculating Changes bi-monthly
Maths300 update news as it happens
Working with Mathematics Centre
will help you find your way around our site
Use the View/Zoom options of your browser to 'move' the page closer or further away. Ctrl +, Ctrl - and Ctrl 0.
- Ashburton Succeeding
Do you remember me?
It's more than a year since we last visited Ashburton Primary School. You can read about the earlier visits in the Link List below.
Yes, answers one Year 5, you're the Task Box Man.
No, corrects another, you're a mathematician.
Yes, I reply, just like you and everyone else here.
From Year 4 the school uses Tasks on a regular basis as part of their Working Like A Mathematician curriculum. Sometimes the students are using the tasks as an invitation to work like a mathematician. Sometimes the teachers are using one task as the stimulus for a whole class investigation through which they can model what it means to work like a mathematician. Task Cameos and the school's Maths300 membership support this 'life' of a task.
On this occasion we were involved in Discussion Lessons based around using Tasks with two Year 4 classes (team taught) - new to the program this year - and a Year 5, who were in their second year. The teachers are doing a wonderful job. Students were easily able to articulate what it means to work like a mathematician, were enthusiastic, considerate of each other and orderly in selecting their Task for the session and automatically used their journal to record what they were working on and what they found out and thought. This purposeful activity can only happen through well planned and executed teaching with clear objectives.
Five classes use the task resource at various times, so it is located in the corner of a central connecting space, along with folders containing multiple copies of worksheets needed for some tasks. Teachers make no particular rules about who partners whom, so the pairs are fluid from session to session.
When asked, students simply disappeared from the room to the collect a Task - sometimes with one choosing the task and the other finding their journals - and within 3 minutes everyone was settling to their investigation. To be precise, according to the camera date stamp, this photo was taken 2 minutes and 16 seconds after the one above.
(Clicking on the journal photos in this article will reveal them in larger size. In this case it will show that these students needed assistance in learning how to use isometric dot paper to create 3D drawings like the ones on the card. A few moments with the pair and that was sorted.)
Task 103, Four Cube Houses
From here the session continued enthusiastically and purposefully until it was time to return the task boxes and debrief. Before journals were closed students were asked to ensure that they had recorded all they needed to about their investigation so far and to use a 'thought bubble' or just a comment to point towards how they could continue next time. See more from this class in the new Cube Tube videos, below.
These photos are from near the end of the Year 5 class later in the day. The extra year of experience working like a mathematician is producing some quite detailed recording and explanation.
Hamish & Niro have worked out the first 23 moves
of Task 142, Tower of Hanoi. Their recording shows
exactly where to start next time to continue the challenge.
Gemm and Lana have been working out all the possibilities
for Task 183, Pizza Toppings. They have been very
orderly and think they have them all. Do you?
Kyla & Lexy have worked created a code to record
the moves in Task 173, Crossing The River 1.
Will it help them find a pattern?
Faster and harder? Perhaps more neatly so you realise the insight displayed in these drawings. Showing the object, the mirror and the reflected image in these solutions for Task 100, Mirror Patterns 1 takes considerable skill.
See Link List below for links to the Cameos for these tasks.
- New Cube Tube Videos
Nick and Owen, Year 4, Ashburton Primary School, made three videos about Task 143, Hearts & Loops.
- In the first, Nick shows he can disconnect the pieces.
- In the second, Owen shows he can reconnect the pieces.
- In the third, they teach the teacher how do to it - with their hands behind their back!
See the Cube Tube link in the Link List below.
- Remind Yourself About Pymble
Years 7 - 10, Pymble Ladies' College, Sydney, is one secondary school using Tasks, Maths300 and more in rich and captivating ways to build the curriculum around learning to work like a mathematician. Glenn Dudley, Head of Department, wrote a couple of short articles about their work in 2014 after presenting at the British Congress of Mathematics Education. These pieces have been edited into a story recently added to our Research & Stories link. See Link List below.
- Tasks of the Month
Two new cameos this month.
The Task Cameo Content Finder has been updated to include these tasks.
- Guessing Colours Game Count a total number of discs (in this case 15) using five colours and any number of each to make the total. Hide them in an opaque bag. Students take turns to select a disc from the bag, but first they each have to guess which colour will come out. A points scoring system is involved and a running total of points is kept for each player until all the discs are removed. The game involves simple addition and subtraction, may include negative numbers and is an excellent experience of chance events and sample space.
- The Hole In The Triangle appears to make the same size triangle in two different ways with the same pieces. The twist is that one of the triangles clearly has an area one square bigger than the other. It just can't be, but only mathematics can help us understand how we are being tricked and why the apparent difference is exactly one square unit of area.
Click a photo to access its cameo, or access all current cameos through the Link List below.
August 2015, July 2015, June 2015, May 2015, April 2015, February 2015
Dec. 2014/Jan. 2014 ... November 2014 ... October 2014 ... September 2014 ... August 2014
July 2014 ... June 2014 ... May 2014 ... April 2014 ... March 2014 ... February 2014
Dec. 2013/Jan. 2014 ... November 2013 ... October 2013 ... September 2013 ... August 2013
July 2013 ... June 2013 ... May 2013 ... March 2013 ... February 2013
Dec. 2012 / Jan. 2013 ... November 2012 ... October 2012 ... September 2012 ... August 2012
June/July 2012 ... May 2012 ... April 2012 ... March 2012 ... February 2012 ... January 2012
December 2011 ... November 2011 ... October 2011 ... September 2011 ... August 2011
July 2011 ... June 2011 ... May 2011 ... April 2011 ... March 2011 ... February 2011
Dec 2010/Jan 2011 ... November 2010 ... October 2010 ... September 2010 ... August 2010
July 2010 ... June 2010 ... May 2010 ... April 2010 ... March 2010 ... February 2010
Dec.2009/Jan.2010 ...November 2009 ... October 2009 ... September 2009 ... August 2009
July 2009 ... June 2009 ... May 2009 ... April 2009 ... March 2009 ... February 2009
Dec.2008/Jan.2009 ... November 2008 ... October 2008 ... September 2008 ... August 2008
July 2008 ... May/June 2008 ... April 2008 ... March 2008 ... February 2008
Dec.2007/ Jan.2008 ... November 2007 ... October 2007 ... August/September 2007
... July 2007 ... June 2007 ... May 2007 ... April 2007 ... March 2007 ... February 2007
Dec. 2006/ Jan. 2007 ... November 2006 ... October 2006 ... September 2006 ... August 2006
July 2006 ... June 2006 ... May 2006 ... April 2006 ... March 2006 ... February 2006
Dec. 2005/ Jan. 2006 ... November 2005 ... October 2005 ... September 2005 ... August 2005
July 2005 ... June 2005 ... May 2005 ... April 2005 ... March 2005 ... February 2005
Dec. 2004/Jan. 2005 ... November 2004 ... October 2004 ... September 2004 ... August 2004
July 2004 ... June 2004 ... April/May 2004 ... March 2004 ... February 2004
December 2003 ... October 2003 ... August/September 2003
July 2003 ... June 2003 ... April/May 2003 ... March 2003 ... February 2003 ... January 2003
December 2002 ... November 2002 ... October 2002 ... September 2002 ... March 2002
December 2001 ... October 2001
Continue exploring our history back to July 1992 through the Sense of History link.