Draft resource: Algebraic Reasoning
TRAIN CHALLENGE
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Abstract
This resource extends on the first task in the sequence by adding the additional attribute of size. It introduces the game ‘Train Challenge’ and students play against each other to create trains using three attributes. The lesson concludes by looking at a hypothetical game and considers the most strategic moves that can be made by each player.
This resource is for trialling in Foundation
Any further information on the class (if applicable) –Australian Curriculum: Mathematics Foundation
Number & Algebra
ACMNA005 - Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings.
This task is part of a sequence of resources. The tasks in the sequence are:
- Attribute Train
- Train Challenge
Mathematical Purpose
The key mathematical understandings, knowledge and/or skills to be developed through this task.
The purpose of this task is to extend students fluency with attributes by introducing a third attribute, that of size. Students identify how an object will change when one or two attributes are altered.
Is the mathematical purpose for this resource clear?PREPARATION
- Create at least one set of large attribute blocks. This is provided in the resource ‘2a Large Set 2 Attribute Blocks’.
- Each group of students will need a set of attribute blocks cards. A template for these cards is provided in the resource ‘2b Set 2 Attribute Blocks’.
Introduction
Create a large set of attribute block cards using the resource ‘2a Large Set 2 Attribute Blocks’.
Introduce the new attribute of size to the students. Discuss that each block has three attributes; colour, size and shape. The attributes of the blocks is what makes them similar and different.
Play a class game of the Attribute Train Challenge. Place all the game cards on the floor or the board. One student selects any card and stands at the front of the train. They state the attributes of that shape. For example, ‘I have a large, red square’.
Selected students can then choose another attribute card that changes one attribute and join the train. They need to state the attribute that has changed.
For example, ‘I have a large, yellow square. The colour changed.’
It is also possible to create a train where only one attribute is kept the same each time. This means two attributes will need to be changed as the train grows.
Were students able to create a train as a class?Explore
Introduce the game, Attribute Train Challenge.
This is a game played in pairs. Each pair will need one set of attribute cards. Each player receives five cards and places them in front of them facing up. The remaining cards are placed face down in a pile. This is the redraw pile.
The first card in the redraw pile is flipped over and placed in the centre. This is the start of the train.
Players take turns placing one of their cards to continue the train. The card they place down in the train must change one attribute only. If a player cannot go, they must pick up a card from the redraw pile.
The winner is the first one to use all their cards.
Note: It may be beneficial to have a third player in each group. This player is the ‘watcher’. They need to monitor the cards being placed in the train and if they think that one is not correct, they can challenge the move. This third player may even be from an older grade (e.g. Year 4).
Enabling prompt: Play the game with two sets of the attribute cards from the previous task “Attribute Trains’. This means that students will only need to work with two attributes rather than three.
Extending prompt: Play the game again, this time changing two attributes each move. This means only one attribute can be the same each time.
Was the game accessible for students? Comment on the game.What worked well?
Do you have suggestions for changes?
REFLECT
Students share their strategies used when playing the game.
Show students the PowerPoint resource ‘Train Challenge Reflection’. Explain that this is the start of a game between Millie and Matt.
Look at their moves so far: How many attributes are they changing each time in their game?
- They are just changing one attribute each time.
It is Millie’s turn: Which cards could she use to continue the train?
- She could play the small yellow hexagon, the large yellow circle or the large blue hexagon
Which is the best card for her to use? Why?
- If Millie plays the large blue hexagon, Matt will not be able to move. The students may have other suggestion as to which one would be best.
Millie plays the large blue hexagon and Matt needs to pick up a card. Millie then plays the large blue square: What cards can Matt play? Which would be the best to play?
- Matt can play the large blue triangle or the small blue square. It would be better to play the small blue square because then Millie will have to pick up a card.
Matt plays the small blue square and Millie has to pick up. It is Matt’s turn again: What cards can Matt play? Does it matter which one he chooses?
- Matt can play the small yellow or red square. Millie can go regardless of which one he plays so it doesn’t really matter which one he chooses.
Did the class come to a shared understanding of attributes?
Did you modify the presentation and/or development of this task in any way?
How did you promote discussion and sharing of ideas?
Does this lesson promote a spirit of inquiry? Give specific examples where appropriate.
Does this lesson exemplify the reSolve: Mathematics by Inquiry protocol? Give specific examples where appropriate.
reSolve mathematics is purposeful -
reSolve tasks are challenging yet accessible –
reSolve classrooms have a knowledge building culture -
Any further comments on the resource -
We would really value your feedback on the resource. Feedback can be provided in the following ways:
- Type responses to the questions and prompts directly into this document. Additional comments can be inserted using the comment feature found in the ‘Review’ tab and/or typing directly into the document using different coloured text. Save and return the document via email.
- Hand write your responses to the questions and prompts and any additional comments that you would like to make. Scan the document and return via email.
- Provide a voice recording of your feedback.
- Provide feedback over the phone. Send us an email and we will organise an appropriate time to call you.