The purpose of this activity is to engage students in applying their number knowledge and strategies to solve a problem.
This activity assumes the students have experience in the following areas:
The problem is sufficiently open ended to allow the students freedom of choice in their approach. It may be scaffolded with guidance that leads to a solution, and/or the students might be given the opportunity to solve the problem independently.
The example responses at the end of the resource give an indication of the kind of response to expect from students who approach the problem in particular ways.
During a cricket match, the commentator announced the there were 7542 people at the grounds.
Only 7281 tickets had been sold.
How many people (players, officials and workers) were at the match without a ticket? Show your working.
The following prompts illustrate how this activity can be structured around the phases of the Mathematics Investigation Cycle.
Introduce the problem. Allow students time to read it and discuss in pairs or small groups.
Discuss ideas about how to solve the problem. Emphasise that, in the planning phase, you want students to say how they would solve the problem, not to actually solve it.
Allow students time to work through their strategy and find a solution to the problem.
Allow students time to check their answers and then either have them pair share with other groups or ask for volunteers to share their solution with the class.
The student solves a difference problem with 3-digit numbers by adding in parts from the smallest to largest number.
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The student solves a difference problem with 3-digit numbers by subtraction, using strategies such as rounding and compensating.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/cricket-no-ticket at 8:51pm on the 26th February 2024