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God gave us good brains and we can learn to use them to reason and solve problems. When we are solving problems we need to demonstrate perseverance and integrity. We also show respect for the ideas of other classmates.
Lesson One
Lesson One
Task One
Task One
Watch the video clip - Your Brain is Like a Muscle
Then think about the following questions:
How does Katie persuade Mojo not to leave school?
Do you think Mojo can become smarter? Why/why not?
Task Two
Task Two
Now look closely at the picture below and decide which of the 4 sets of pictures is the odd one out, or doesn't belong.
There are many different answers.
No one answer is right or wrong - but you have to be able to explain why you chose the set of pictures you did.
Task Three
Task Three
Now think of what numbers are important in your life. Your teacher will give you an activity to complete - Figure Me Out.
For this task, instead of just writing the number for each box, you need to write a number sentence which has the correct answer - if you have 2 pets, then don't write 2, but write something that has an answer of 2, like 9 - 7. You can also illustrate in each box.
Figure Me Out template.pdfLesson Two
Lesson Two
Learning content:
Learning content:
checks the accuracy of a statement and explains the reasoning used
checks the accuracy of a statement and explains the reasoning used
uses mental and written strategies for addition
uses mental and written strategies for addition
Task 1
Task 1
Watch this video clip.
A cheetah is the fastest land animal on the planet. It can reach a speed of over 112 kilometres per hour in under 3 seconds. That’s faster than a sports car can accelerate! In addition to its impressive speed, a cheetah is also known for its distinctive coat. It has pale yellow fur with black spots covering much of its body. The black lines that curve from the corner of each eye reflect the glare of the sun when it is hunting prey.
Task 2
Task 2
Sprinting so fast uses lots of energy and so cheetahs can only run at such high speeds for 200-300 metres, and usually for less than 1 minute.
Can you count by hundreds and see how far you can write down in 1 minute? Your teacher will time you.
Task 3
Task 3
A cheetah's spots cover nearly its whole body. They help to camouflage it in the grasslands where they live.
How many spots do you think an adult cheetah has? How could you work this out?
Look at this photo.
What would be a good way to work out how many spots it might have?
To think about - can you see all of the cheetah?
Questions to discuss with a partner
Would this picture make it any easier to work out?
How could this help?
Would every cheetah have exactly the same number of spots?
Your teacher will give you a worksheet to use for working this out.
cheetah-spots-investigation.pdfTask 4
Task 4
Did you know that baby cheetahs have the same number of spots as adult cheetahs?
Can you work out this problem?
You will need to read and think about each sentence carefully, and work this out bit by bit.
A cheetah cub had 56 spots on its front left leg and 58 spots of its front right leg.
It had double the number of spots on its back left leg than its front left leg.
It had 10 spots less on its back right leg than its front right leg.
How many spots did the cheetah cub have altogether?
Lesson Three
Lesson Three
Watch the video clip - The Magic of Mistakes.
What do you think about the statement “Mistakes can make you smarter”?
How can we learn from our mistakes?
Task One
Task One
Learning content: selects and uses appropriate mental or written strategies to solve problems
Learning content: selects and uses appropriate mental or written strategies to solve problems
Work individually on the problem below. See how many different answers you can discover - there are lots. See if you can make number sentences that no one else can make! Be prepared to explain your answers.
Task Two
Task Two
Your teacher will give you a small project to complete about EITHER stationery supplies for the class OR about buying school uniform for the new school year.
School Stationery Supplies Mini PBL.pdfSchool uniform Mini PBL.pdfTeacher Note
Teacher Note
The stationery supplies task has much simpler numbers, and therefore there is room for differentiation of the task. Based on prior knowledge, assign different tasks to different students.
Lesson Four
Lesson Four
Watch the video clip - The Incredible Power of Yet.
What should you do if you are “stuck” in maths (or any other class)?
Why is “yet” such a powerful word?
Think of a “yet” moment in your life and discuss with partner.
Task One
Task One
Learning content: selects and uses appropriate mental or written strategies to solve problems
Learning content: selects and uses appropriate mental or written strategies to solve problems
Work individually on the problem below. Think carefully about what the number sentence actually means - remember that the = symbol means "is the same as".
See how many different answers you can discover - there are lots.
See if you can make number sentences that no one else can make - there are 48 possible answers!
Be prepared to explain your answers.
Task Two
Task Two
Have a look at this image. Then answer these four questions to yourself:
What do you notice?
What do you wonder?
What questions do you have?
What information does this image give?
Now talk about these four questions with your group.
Now make a graph like this with your group about another topic.
You will to decide:
what you are going to represent
what images to use
what words to use on your line
Double check that your graph accurately represents what you have talked about.
Then swap graphs with another group and see if they can understand what you have tried to represent.
Teacher Note
Teacher Note
Monitor group discussions as they approach this task.
See how they come to agreement about where to place items on their graph.
Encourage students both to share their own ideas and ask others to share their ideas. Model the kind of conversation that leads to making a collaborative agreement.
Task Three
Task Three
Look carefully at the graph below. It is a bigger graph than the first one, and it has more information on it.
In the same way as you did before, think about the 4 questions listed here and discuss them with your group.
What information can you learn from this graph?
How do you think the graph was made, and how did people decide where each emoji should be placed?
How do you think this chart is connected with the graph we have just looked at?
Lesson Five
Lesson Five
Task One
Task One
Watch the video clip - The Mysterious World of Neurons
Think of an example when you made new connections in your brain. What were you doing?
What can you do this week to make some new connections in your brain?
Task Two
Task Two
Have a look at the puzzle below and work out which sentences are true and which one is false.
Task Three
Task Three
You will complete a short number sense placement test.
Then you will complete some number activities provided by your teacher.
Lesson Six
Lesson Six
Watch the video clip - Mojo puts its all together
Now discuss:
What kind of attitude should we have when we face a challenge?
Why is our attitude important?
Your teacher will give you a number. See how many different ways you can represent this number in 5 minutes. Write each different way in a circle. If you run out of space, you can write some more on the back of the sheet.
Your teacher will now run an activity called Flexible Number Trains.
Number trains.pdfNumber trains recording sheet.pdfLesson Seven
Lesson Seven
Task One
Task One
Watch the video clip - Brains grow and change
Discuss with a partner how this video connects with the videos we have already watched about Mojo and Katie.
Task Two
Task Two
Have a look at the problem below and work out several different answers with your partner.
Task Three
Task Three
Have a look at the image below. Describe how you see the image growing - tell your partner how.
What would you do to make Figure 5?
How many squares would be in Figure 8?
Show how you work this out and explain.
Can you write a number pattern for the number of squares in each Figure?
Can you use this to work out how many squares would be in Figure 10?
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