A Stacking ProblemTask 149 ... Years 4  10SummarySix numbered cubes stand in a tower on Cell A. The cubes are in numerical order from the top down. The challenge is to shift the cubes so they stand in three minitowers on Cells A, B & C (as shown on the card) by moving only one cube at a time and never placing a higher number on top of a lower number.This cameo includes an Investigation Guide. 
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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. 
This is a tough problem for most students (and teachers). It certainly doesn't need to be solved in one sitting and, equally, we need not offer hints too soon. It relates to Tower of Hanoi, but it is not identical. When the minimum number of moves is eventually counted (the answer being 60 moves), the challenge and the patterns in the problem may seem surprising for a problem so easy to begin.
The turning point of the problem is when Block 6 is the only one left on Square A, and Blocks 1 through 5 are in order from 1 down to 5 on Square B. Even when students have reached this stage and continued to the solution, it may be necessary to repeat the solution several times to realise the pattern in the movements. Once a problem is understood, a mathematician has the responsibility of explaining the solution to others. Encouraging this could lead to listing as above, diagrams, or perhaps use of algebraic notation. ExtensionsThe solution above encourages the mathematician's strategy of breaking a problem into smaller parts. Further investigation develops by asking about whether similar problems (3, 9, 12, 15... blocks) on three squares, can be solved, and, if so, what is the minimum number of moves. For example, begin with blocks 1, 2, & 3 stacked on A and finish with 1 on A, 2 on B and 3 on C. 
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. 
If you have cubes which don't click together (separating and rejoining cubes becomes a bit annoying when using linking cubes) the problem is easy to turn into a whole class investigation. If you don't have cubes an equivalent can be produced by each pair tearing a piece of scrap paper into 9 pieces. Three are marked A, B, C. The others are marked from 1 to 6. The numbered pieces are then lined up above A, rather than stacked on top of it. The problem becomes two dimensional but retains the same characteristics. The problem is used to highlight mathematical reasoning and strategies and encourage communication of mathematics. It is easy to state and easy to start, but soon proves not so easy to conquer. Allow time for the students to try the main problem, but as frustration grows, lead a discussion to try to summarise what students have noticed so far. From here the lesson is perhaps best tackled through this Investigation Guide with appropriate sharing times to extend the list of what the students notice.
At this stage, A Stacking Problem 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 A Stacking Problem task is an integral part of:
