## Changing The PictureExtra Investigation- Print this Investigation Guide.
- Answer on the sheet then stick it into your journal.
- What happens if ... I tell you any number of plants in a row
*and*any number of those rows?
- What happens if ... I tell you the number of rows is always the same as the number of plants?
- What happens if ... I tell you the plants are always planted in an L shape with equal arms.
Investigate how to calculate the tiles. - What happens if ... I tell you the gardener always puts a double border of tiles around any garden?
Investigate how to calculate the tiles.
Special Note: It really doesn't matter whether you try any of the 'What happens if...?' challenges (although we would like you to try one). What really matters is that you learn there is always another question a mathematician can ask. ## Just Before You FinishFor this part you need your maths journal and your Working Like A Mathematician page.- Look at your notes for this activity. Think back through what you did.
- Draw an oval in your journal.
- Change it into a face that shows how you feel about Garden Beds.
- Add a speech bubble if you wish.
*How did you work like a mathematician through this activity?*Record at least 2 ways.**What do you know now**that you didn't know when you started Garden Beds?
## Answers & DiscussionThese notes were originally written for teachers. We have included them to support parents to help their child learn from Garden Beds.- Notes for Garden Beds.
which includes photos from a Year 2 class in Sweden who were enthralled with Garden Beds. - Notes for Garden Beds Picture Puzzle.
## Garden Beds GallerySend any comments or photos about this activity and we can add them to this gallery.
Hi Doug,Those different ways of seeing the problem in the Picture Puzzle, all of which have originated from real learners, are important for at least two reasons: - School mathematics is about learning to work like a mathematician and one of the mathematician's key questions is
*Can I check this another way?*. Exploring the ways other learners have thought about this problem validates the developing confidence that in maths there is always another way. It's the perceived existence of 'another way' that helps a learner help themselves to learn mathematics. - The different ways of explaining the 'any number of plants' problem are a perfect example of equivalent algebraic expressions, a topic in any secondary school text book. Is there learning advantage in coming at this usually rule-based, symbolic topic from what learners can confidently see, touch and say??
Maths At Home is a division of Mathematics Centre |