Make 4.253
Perform addition with decimals
Order decimals.
Devise and use problem solving strategies to explore situations mathematically. This problem uses be sytematic, draw a picture, and think startegies.
The students are substituting values into their own names and so laying the groundwork for later algebra work.
More generally this exercise links numbers and letters of the alphabet. This is the basis of algebra as it seeks to generalise number.
The lesson we’re dealing with here is the third of a sequence of six dealing with the same theme. These develop from Level 2 to Level 5. In the process they involve number concepts at the various Levels and will gradually involve algebraic concepts too. The lessons are Points, Level 1, Names and Numbers, Level 2, Multiples of a, Level 3, Go Negative, Level 4, and Doubling Up, Level 5.
The Problem
Gill, was playing with her name and with numbers. She let all her consonants equal 1.3 and all her vowels equal 0.5. So the value of Gill’s name is 1.3 + 0.5 + 1.3 + 1.3 = 4.4.
What is the value of your name?
Change the rules so that the value of your name is 4.253
Teaching sequence
- Tell the students Gill’s story and let them find the value of some word, room, say.
- Make sure that they understand how you find the value of a word. Then ask them to find the values of their names. (That is, just their first names.) Get their partner in their group to check that they have found the right value for their name.
- As the students solve the problem circulate asking questions that focus on their understanding of the addition of decimal numbers.
How are you adding these numbers?
What is the value of the … digit in the number?
Is your answer reasonable? How do you know? (estimation)
How do you know that you are correct? - Then ask the students to put themselves in order by their value, around the side of the class. Ties could be resolved by using the alphabetical order of their names.
- In groups, the students could then find some way of ending up with the same number, 4.253. They will most likely have to make up different rules to get this value. They could be asked to find more than one way to get this answer.
- The quicker groups can go on to tackle the Extension problem.
- Get a few groups to report on what they have done.
- Give all students time to write down something about the answers they got. This should help them to understand what is going on.
Extension to the problem
Using Gill’s original substitution, what is the biggest and smallest value that you can find using names in your class?
Solution
The answers that you get for the first part of the question will depend upon the names of the students in the class.
To get a name with a value of 4.253 will require some imagination. For instance, if their name is Derek, then they might let D = 1.2, E = 0.04, R = 2.003 and K = 0.97. The thing here is to use arbitrary values of the first four letters and then use whatever is needed for the last letter. Of course the trick here is to make sure that the first four letters don’t exceed 4.253.
| Attachment | Size |
|---|---|
| Make4253.pdf | 39.93 KB |
| Make4253Maori.pdf | 45.34 KB |
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