Coursework Gcse Grid Investigating Number

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The winner is the first player to complete a line of four crosses.

In this game, winning lines are horizontal, vertical or diagonal.

Becky notices that there are some other squares that are never landed on.

1 What is the next square after square 3 that cannot be landed on?

The QCA notes that Ofsted investigations in 2008 found that in good or outstanding teaching of mathematics, Non-routine problems, open-ended tasks and investigations are used often by all pupils to develop the broader mathematical skills of problem solving, reasoning and generalising. This booklet of investigations is intended to provide tasks that can be used in some of the ways described in Engaging mathematics for all learners and they particularly encourage the development of skills with using ICT, maximising and minimising, and changing variables one at a time.

Math Problem Solving Examples - Coursework Gcse Grid Investigating Number

Another suggested activity type in the QCA publication is exploring examination or textbook questions.

What length should the rope be so that the pony just has the area of grass it needs? Opposite Corners The numbers 1 and 16 are one pair of opposites in this 4 by 4 grid. Bella says there are 8 squares but Juan says there are 11. 2 Investigate the number of squares in rectangles of width 2 cm. 4 Extend your investigation, making clear the rules and methods you use. A 10 by 10 grid is numbered from 1 to The grid has a letter T placed on it, as shown on the diagram.

3 Shamina keeps a horse in a field that has a big barn in the middle of it. The horse is tied to the outside of the barn, halfway along one of the long sides. He is building a display of soup tins by stacking them. The numbers 4 and 13 are the other pair of opposites = = 16 and = 36. This T has a horizontal bar of length 3 and a vertical bar of length 2.

This is not from the perspective simply of following the method intended, rather to ask open questions such as How many ways can you find to solve?

The idea is to change the emphasis of the question to finding as many methods as possible and to appreciate the interconnectedness of concepts.


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