Problem Posing Activities Assignment Answers

Book title and author

Counting on Frank By Rod Cement

Blurb

Counting Frank, Rod Clement has a chance in the direction of making some great fun as well as celebrates outside the box. Its author's "voice" combines his humorous hatred with extremely annoying, wild descriptions. Information about a small child as well as counting points. Her dad always tells her:

His dad was instrumental in saying, "You have a brain, and use it!"

He took out his pen with a notebook and started writing or figuring facts. It refers to the question in which the amount of ink is to be estimated inside of a ballpoint pen.

On every occasion like this, he is instrumental in getting the notion of starting to figure out various facts that he has always worked as his right-hand man/dog, named Frank. He along with Frank was seen to have solved the figuring factual problem based on the number of Frank getting fitted in his bedroom. It can also include a condition in which at dinnertime he gets to knock 15 peas down from his plate, then the question goes like this based on: “the time taken by the peas to reach the table/ the duration of reaching the table”.

Target Year Level

Kindergarten-3^rd standard

Objectives

• Students will discover that measurement is a progressive concept that we are likely in the direction of surrounding more than the conventional substrate.

• Students will be able to the direction of using assumptions, addition, multiplication, as well as / or categories in the direction of measuring some unwanted quantities in their lives.

Links with AC: M (or) Victorian Curriculum.

Links to the Proficiency Strands

Year 1

Year 1 Level Description

The Skills Branch is an integral part of mathematical content in the three content branches of Comprehension, Fluency, Meaningful Solving, as well as Reasoning: Numbers as well as Algebra, Measurement as well as Geometry, as well as Statistics as well as Probability. The skills reinforce the importance of working mathematically on content as well as describing how content is explored or developed. They provide language in the direction of forming developmental aspects of mathematical knowledge development. Achievement values are reflected in content as well as include efficiency (education.nsw.gov.au, 2020).

Year 1 Content Descriptions

Build up confidence in terms of the number as per the sequences in the direction from 100/1’s running to and fro from any given point of starting. It has to be skip counted by at least in 2’s, 5’s and 10’s starting from 0 (ACMNA012 - Scootle ) (australiancurriculum.edu.au, 2020).

The main aim is to Recognise, the model that will help them to read, write as well as order the numbers in the nearest least number starting from 100. The main aim is to locate all these numbers resting on a definite number line (ACMNA013 - Scootle ) (australiancurriculum.edu.au, 2020).

Count the exact number of collections to the nearest number 100 it is through a process of partitioning the numbers by using the place value (ACMNA014 - Scootle ) (australiancurriculum.edu.au, 2020).

Represent as well as solve the simple addition as well as subtraction problems that are been used as in the form of a strategy that includes the aspects of counting on, or partitioning and at the same time rearranging of the important parts (ACMNA015 - Scootle ) (australiancurriculum.edu.au, 2020).

Book introduction

Trusting Frank is about a boy who counts every aspect of his daily life. If Frank is bathing, calculate how many hours it will take him in the direction of filling the entire bath with dihydrogen monoxide from two taps. Frank hates beans, so he calculates how many peas he will have if he throws fifteen peas off the plate during eight years of his life. Frank does this math every day. Rod Clement shows students around the world that in context to a greater amount of abundance, qualities are not only helpful but also compelling. Not only is this one can also go even more deeply as well as can have the students in the direction of finding something similar to their life that is measurable. It is because they could be able to measure the ways their hair would be growing at the age of 50 conditionally the length needs to be considered when it is not cut ever with monthly growth of 1 inch. It is then applicable to those when they can draw and picture their problems associated with the measurement as well as write a funny little subsection in the direction of going along (da Silva & Gregorutti, 2017).

Questions

Position the students in groups then inquire them in the direction of deciding upon the plan. This plan will help them in the direction of measuring the room’s perimeter in contrast to the students’ shoes. As a group, students search in context to the answer, illustrate the confusion, as well as make an interesting comment using Clement's book as inspiration. Student teams share with the rest of the class. Discuss how the groups got the answers. Did the answers disappear correctly? Why or why not? (Answers depend on whether groups use the same process in the direction of finding answers)

Students have now found their conventional way of measuring some of their lives. If it never got cut, how old would your hair be at 50? If they maintain their 3-day soda habit, how many garbage bags do they abuse empty soda in a year? If she uses 1 per week, how many pencils will she use at the end of the school year? How many school desks will a full house fill from the top in the direction of the bottom? How many pounds of spider silk can be wrapped around a free spider? as well as pizza? Look up statistics as well as information in the direction of limiting your students' responses in the direction of Wikipedia or any other kid-safe search engine. (For example, make sure the average head grows - one month will be an effective monthly figure in the direction of determining how much your 50-year-old hair will be!) "

Once students have found their answer, they can present a figure in context to the unknown quantity as well as then record it in a paragraph.

Reading the book

Explain the ways in which you will read the book in class.

(For Example, The place you pause, the questions those are to be asked, and the conceptual aspects that you would focus on.)

After reading the book

Preceding in the direction of reading, creating a connection with the contextual story using pointing toward the lolly jar based on top of the cover with a question like :

Who would try guessing lollies number in the jar?
What strategies are to be taken by you to make the guess?
Did you get the feeling of winning ever?
Do you work toward the availing of the exact number?
Referring to the concept of estimation one can ask for its definition.

Next activity/activities

Activity 1: Number Talk Learning Goals:

Students must use strategies mentally in the direction of solving teh problem.

Learning Experience: Post the reading session of the book that too aloud, the teacher will be instrumental in engaging the students in Number Talks on a daily basis. The teacher presents problems to the students with indications from the students they will indicate and sort themselves amongst the ones who have the answer by means of a teacher-led discussion. The students need to answers the questions verbally.

The teacher must be instrumental in scribing the answers. Presenting a 2nd grade: 24 added with 15 equals to::

3^rd Grade with subtraction problem like Eighty-Six minus twenty-Four equals 

This particular activity will be instrumental in encouraging the students in the direction of solving 2 digit based mathematical problems like addition or subtraction mentally. It is all through these activities the teacher be able to encourage the students in the direction of solving mentally. They can be able to compare answers with others as well as of their peer’s strategies.

Standards for Practice:

1. create a problem-based sense to persevere problem-solving in them

2. The Model associated with those of mathematics (in which the teacher tend to scribe the students by explaining their thinking process)

Materials used include Counting on Frank, by Rod Clement’s related Chart paper or one can also use a whiteboard for scribing purpose

Procedures: Students are assigned with the problem “24 + 15” on board and allotted some time to think and solve. Students raise hands with a “thumbs up” sign when they have solved their problem. The teachers call individually for answers, to check for understanding’s clarification then asking students to indicate their problem-solving.

Assessment Involves teachers' observation with informal levels of assessment.

Activity/activities

Activity: Jelly Bean Activity (Rich Task)

With 750 beans some of them were eaten by you with counting showing 650 left. How many jelly beans. Does the student have he/she had eaten? This can be done using the picturesque words, or illustrative prepared to explain their thought process.

Learning Goals: The students will be able to use various strategies to solve.

Learning Experience: The teacher presents story-based problems through manipulative as well as various classroom tools. The students must solve the problem using appropriate strategies in the direction of making up to a developmental level. These Students reconvene provide time as well as an ample amount of freedom in the direction of solving to explain the solutions as well as the thinking that leads to a definite solution.

Standards for Practice:

1. Developing a sense associated with the problem’s solving aspect to persevere a reason that too abstractly while solving them quantitatively. This can be done by constructing viable arguments with the critique in the direction of reasoning the others with an appropriate math’s Models ported by the use of appropriate strategic tools used to attend precision (Deringöl, 2020).

Materials: -Handing out of the problem sheet with a question on top of the page with a blank solution space. It includes not limiting its base to -10 blocks, with unifix cubes, and a number line. It also involves paper or a pencil to write and other utensils, with post-it notes.

Procedures: Students are provided with the paper. The teacher intends to read the story for the students. Then the teacher reviews the expectations as well as the behavioral standards during the solution’s exploration. Students participate to find solutions to the story-based problem then reconvene as well as discuss the solutions, allowing validations with a proper strategic explanation.

Adaptations: Early finishers are encouraged in the direction of finding a second problem-solving way.

Assessment: Teacher’s observation based on the informally conducted assessment.

Differentiation

As in the form of an enabling prompt for the students to conduct the mentioned problem-solving skills based evaluations and classroom teaching through extending prompts can be through

Image - Newman's question prompts

(Source- https://education.nsw.gov.au/)

This Newman's question-based prompts that are mentioned in the given image are useful in helping the students logically to solve their mathematical problems to mind without much effort and difficulty (Nikolopoulou, 2020).