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Unit/Lesson Title Having fun with 2 and 4 Stage: 2 Year:3 mixed abilities class

Aim for the lesson: Syllabus Outcomes:

Students will successfully use problem solving skills and will mulitply by 2 MA2-1WM uses appropriate terminology to describe, and symbols to
and 4 and divide by 2 and 4 by applying the inverse relationship of division represent, mathematical ideas
and multiplication to justify answers. MA2-2WM selects and uses appropriate mental or written strategies, or
technology, to solve problems.
MA2-3WM checks the accuracy of a statement and explains the reasoning
MA2- 6NA- uses mental and informal written strategies for multiplication
and division.
MA2-5NA uses mental and written strategies for addition and subtraction
involving two, three, four and five-digit numbers.
Prior Knowledge Resources.
Students can describe mathematical situations and methods using everyday Interactive white board with problem and graphics for fun
and some mathematical language, actions, materials, diagrams and symbols 26 photocopies of problem, one for each member of the class
and can use a range of mental strategies and concrete materials for 13 assorted highlighters
multiplication and division. 6 sets of pet cutouts and stick men cutouts in plastic zip lock bags 1 green
background per cutouts
Maths grid books and led pencils
Access to school basketball court or hall in advent of bad weather.
Learning Experiences (include details about class-organisation and teaching strategies, where relevant) Assessment
Introduction (Engagement)
6 small groups of 4 to 5 students maximum, teacher selected seating arrangement for hetrogeneous groupings all desks facing IWB.
Teacher led discussion Who has pets at home? Discussion about what kinds of pets if anyone has any unusual pets. What can we then say about
most of our pets? Do they all have four legs? Yes as most students have cats, dogs, rabbits, guinea pigs etc.
Today we are going to be using this knowledge of our pets to help us solve a problem.
Introduction of Problem on IWB with fun graphics of pets.
On bring your pet to school day the students in Mr Whites class take their pets onto the oval. On the
oval there are a total of 50 legs. We do not know how many children or pets there are. Suppose all
pets have 4 legs, investigate the combinations of children and pets there could be.
Hand out of copy of problem for each student and give students some thinking time to read and understand the problem themselves.
Discuss the language of the problem what are the important words in the problem that will help us solve it? The problem tells us we have pets
(four legged) what can we suggest about the number of legs students have (2 legs)? Why is this important? How many legs are there on the oval in
total? Why is this important?
Now pair up with the person next to you and with your highlighters, highlight the words you think are important that will help you to solve the 1 st
part of this problem. Is it important to know we have 50 legs on the oval in total? Why is knowing there are 50 legs important?
Be prepared for some interesting reasons and if incorrect model the correct answer but praise for having a good try. Formative
We need to know the total number of legs so as we can then start thinking about how many lots of different combinations of pet and student assessment
legs there can be. That is the combinations of 2s and 4s that together make up the number 50. knowledge
SYMBOLIC intergration
Take students out to the basketball class with their copies of their problems. (this exercise is for the Kinaesthetic and Auditory learners in the can be
group) understood by
Suggest that the middle third of the basket ball court is the oval and they are going to be pretending to be pets and students to investigate the the quality of
different ways there can be pets and students on the oval. the answers
OK now first we are going to count by 2s to see how many students legs can be on the oval start with one student and have all students count given to
their number as they enter the court. 2,4,6,8,10 and so on up to 20 students on the court. Now we have 40 legs on the oval so how many more legs questions
can I have on the oval before I have one pet? Remember pets have four legs. Suggest a student now go onto the court on all fours. Ask students now posed.
how many legs in total on the oval? They should be able to repond 44 legs (40 + 4 = 44). So if I need 50 legs in total on the oval and I now have 44
legs because I have 20 students and 1 pet how many legs do I still need on the oval? That is 50 44 = 6 legs? For those not making the connection
suggest 10 6 is 4. Gives me 6 legs to go onto the oval. If I have six legs how many more students do I need? How many lots of 2 make 6? Yes 3!!!
3 more students. So how many student are on the oval? Yes 23 and how do I know that? Because I have 23 x 2 legs and that makes 46 student legs
or the reverse operation of that is? 46 legs divided by 2 = 23.
So this is our first combination 23 students and 1 pet. Or 23 lots of 2 and 1 lot of 4 to make 50.
What happens now if I want to add another pet? Do I have to remove a student? If pets have 4 legs how many students do I have to remove to add 1
pet. Yes? I have to remove 2 students. So now we have 21 students and 2 pets. Have 2 students come off the court and one enter on 4 legs.
So can we see what is happening when we add a pet? Can we predict what will happen to the number of students every time we add a pet? Yes
everytime we add a pet we have to remove 2 students. Why is that? Because 4 is 2 x 2 or double 2.
Teacher praises for excellent work and now directs students back to class room. Class return to seating arranged desks.
In class teacher shows pictorial representaton of 2 pets and 21 students and asks students to draw ther own representations of the next 3 Teacher can
combinations using stick men and stick on animals from their plastic bags of resources in their work books. This is encouraging systematic work to formtively
discover all possible combinations (this exercise is for visual learners). Teacher walks around classs room giving help to those who need it. assess for
For those working ahead who can be extended they can go staight to a chart of students and pets as they will be able to ascertain that for each pet I learning given
take away 2 students from my previous total (catering for a diversity of learners) the pictorial
This reafirms the content for visual learners and for learners who value interactions with reading and writing text. representations
Gifted and talented students may now move onto the challenge questions as they have a chart that represents all possible combinations. and charts
They will be able to explain in words why when there are 8 pets there has to be 9 students. They will be able to rationalise that it is because pets being drawn.
have double the amount of legs as people and therefore we have 32 pet legs and 18 students legs. They will also be able to rationalise that it is not This is
possible to have 13 pets as that would be 13 x 4 which = 52 and that would be too many legs. evidence that
content is
Conclusion (Presentation/Reflection)