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Dice game and Assumptions TMmaths 1/4

March 21, 2016

megan hayward

Megan’s idea was an instant hit. I know several teachers (including me) have used it already. Get students to draw this grid:

dice grid

Then, you roll a dice and they fill in the twelve boxes to the left of the equals signs one at a time. The aim is to try and get the highest grand total of all four rows once the twelve boxes are filled in.

Megan went on to suggest some adaptations including using other types of dice (not too high numbers), changing the operations or increasing or reducing the number of rows.

Jimmy Wood (PGCE student) kindly put this simple word document together with a set of grids Dice game grids. You can print two to a page and you can even use this with your tutor group.

david mountford

David was talking about the fact that students tend to jump to conclusions when solving problems. His solution to this to help develop deeper thinking and better problem-solving skills is the simply remove some of the information given at the start. This means that students have to work out what they need to know by asking questions. David went through this with the audience and struck a balance between deciding which questions needed answering and which ones didn’t need to be answered. One that did need to be answered was “the red points are on integer coordinates” for example.

d mountford

This approach reminds me a lot of Dan Meyer’s TED talk in how students are regularly given exactly the information they need. No more, no less. He also argues that it’s useful for students to work out what they need to know and “what matters here”.

I liked David’s thinking here and look forward for finding ways to incorporate it into future lessons.

Thanks Megan and David.

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From → Maths, Teaching

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