In The BagTask 73 ... Years 2  10SummaryThe initial challenges in this task are spatial. In essence students are using jigsaw pieces, but by doing the puzzles 'blind' inside a 'black bag' the students are calling on visual imagery and kinaesthetic sense and developing spatial perception. Spatial perception is very important to mathematicians, who often see their solutions before proving them, and equally important in life in situations involving packing and stacking (or reverse parking). The iceberg of the task is a surprise to many. It also models algebraic substitution. 
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IcebergA task is the tip of a learning iceberg. There is always more to a task than is recorded on the card. 
There are no specific solutions to this task. However, students can exit this task after any question and feel successful, then reenter it at another time and try a higher level of difficulty. The most difficult puzzle is hard to get into the frame even when the pieces can be seen. Any student who can do it in the bag has great command of their tactile skills and visual memory. The task can be related to:

Whole Class InvestigationTasks are an invitation for two students to work like a mathematician. Tasks can also be modified to become whole class investigations which model how a mathematician works. 
The two ways to turn this task into a whole class investigation are:
At this stage, In The Bag does not have a matching lesson on Maths300. 
Is it in Maths With Attitude?Maths With Attitude is a set of handson learning kits available from Years 310 which structure the use of tasks and whole class investigations into a week by week planner. 
The In The Bag task is an integral part of:
