In week 1, Class two were given a problem called "A Square of Numbers". Our aim was to place numbers 1 to 8 in the circles to make the calculations and operations correct. We first started talking about which numbers could be multiplied together.
We decided that numbers 2 and 1 couldn't go together into the division part, as we could only use each number once.
After some time, the children discovered some possible solutions to this problem. Lydia and Alicia found that number 8 could fit into the division calculation with the number 4- giving an answer of 2. They then decided to work out which number they could multiply by 2 to produce another of their numbers. After some trial and error, they discovered that 2x3 is 6. Once they had half of their square completed, they found that the remaining numbers seemed to easily slot into the gaps. These girls showed resilience as they then tried to think of different solutions and number combinations to this problem.
This week, our challenge involved looking closely at an image called a 'Fraction Wall'. The task was to investigate how many different ways 1/2 can be written (equivalent fractions). Rueben particularly impressed us! He went above and beyond, finding several different ways to write 1/2. Most children we're able to come up with 3 to 4 different ways of writing half using the fraction wall to help. We had children come up with answers including- 2/4, 3/6, 4,8, 5/10, 6/12, to some really clever students who wrote 1000/2000 and also 500,000/100,000,000!
The task also involved looking at different ways of writing 1/3 and 3/4. This proved to be a little trickier for some. However the children were able to come up with some alternative fractions for 3/4 and 1/3 by referring to pictorial representations of fractions and then transforming these into numbers.
This weeks problem was based on the popular television show Countdown. We used an online Countdown program to generate a target number and then give us six numbers to use. We could add, subtract, multiply or divide but could only use each number once. The idea is to get as close to the target number as possible
Week 2: Zios and Zepts
Zios and Zepts
On the planet Vuv there are two sorts of creatures. The Zios have 3 legs and the Zepts have 7 legs.
The great planetary explorer Nico, who first discovered the planet, saw a crowd of Zios and Zepts. He managed to see that there was more than one of each kind of creature before they saw him. Suddenly they all rolled over onto their backs and put their legs in the air.
He counted 52 legs. How many Zios and how many Zepts were there?
Do you think there are any different answers?
Up and Down Staircases
One block is needed to make an up-and-down staircase, with one step up and one step down.
4 blocks make an up-and-down staircase with 2 steps up and 2 steps down.
How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Explain how you would work out the number of blocks needed to build a staircase with any number of steps.
Week 5- Elves
Mrs Claus made four of the workshop elves new suits for Christmas.
Each suit had matching trousers, shoes, jacket and hat.
One suit was all red, one was all green, one was all yellow and one was all blue. The elves were delighted with their presents, but decided it would be fun to wear a different outfit every day for as many days as possible. So they agreed to swap around parts of their suits until they ran out of new combinations.
How many days did their fun last?
Week 6- Christmas shopping
Sam and Julie are friends. Both of them have rather odd clocks at home.
In Sam's bedroom there is an old alarm clock which his Dad had thrown out because it had lost its minute hand. Although it has only its small hand, Sam can still tell the time using it. He can tell the hour, such as midday. He can tell when it is time to get up, time to go to school and time to turn his light out at night.
Chippy the Robot was sent on a journey.
Week 3: Kieron's Cats
We started this problem by considering how we would approach it. David made the suggestion that we could start by halving the combined weight of cat one and two, however Tyrell correctly identified that this wouldn't work due to the fact that each cat must weigh something different. Eventually Lydia suggested that we should work in a logical way starting at 1kg for the first cat so we decided to lay it out in a table. Sophie was the first to successfully find the correct answer. You can see how we solved this below in Louisa's book.
Week 4: Ring a Ring of Numbers
Choose four of the numbers from this list: 1,2,3,4,5,6,7,8,9 to put in the squares below so that the difference between joined squares is odd.
Only one number is allowed in each square. You must use four different numbers.
What can you say about the sum of each pair of joined squares?
What must you do to make the difference even?
What do you notice about the sum of the pairs now?
The children began by randomly putting numbers into the format to see what worked and after exploring a few different solutions we spotted a pattern:
Tyrell- 'The pattern is odd, even, odd, even.'
Suranne- 'Each has 2 odd and 2 even.'
We then furthered the investigation to explore how it would change if we were looking for an even difference.
Alicia- 'They are all either odd or all even in each one.'
See Hollie's book in the image below to see how she solved the problem.
Spring 2- Week 1
Finding the number wasn't too tricky. The class crossed out each number on their hundred square that it wasn't until they were left with just 1 number. The answer was 35.
Finding out which clues were important was more of a challenge. The class set of independently but to no avail so we came back together and worked through it as a group. We compared each clue with others to see if they were important and the class came up with the following decisions:
'The first clue about the number being greater than 9 is not important because clue number 8 tells us that it's tens digit is odd. None of the numbers less than 9 have a tens digit.'
'The second clue about it not being a multiple of ten is not important because number four tells us it is an odd number and all multiples of ten are even.'
'The fifth clue about it not being a multiple of 11 is not important because it says later that the ones digit is larger than the tens digit.'
'Number six is not important because the number is less than 200 and all of the numbers on the square are less than 200.'
Week 2 - Fraction Flags
This week we explored fractions. The children had to explore patterns using fractions of the rectangle. To start they hade to create a few different patterns with 1/2 in one colour and 1/2 in another. Next they had to create patterns with 1/2 in one colour, 1/4 in another and 1/4 in another. Next was 3/4 in one and 1/4 in another and finally 1/4 in one colour, 1/8 in another colour and then they had to work out the final fraction.
Find this problem by following the link below:
The children worked hard to solve this problem and soon identified that the squares in the shape did not have to be grouped together so created a variety of different patterns meeting the fraction requirement.
When solving the final problem to work out which fractions was left we coloured a pattern with 6 squares one colour and 3 another leaving 15 squares. We discussed this as a class and identified that this would be 15/24 and could be simplified to 5/8.
See some of our patterns in the images below:
Week 3- How many times?
On a digitalhour clock, at certain times, all the digits are consecutive (in counting order). You can count forwards or backwards.
For example, 1:23 or 5:43.
How many times like this are there between midnight and 7:00?
How many are there between 7:00 and midday?
How many are there between midday and midnight?