Lachlan Wilson-11686594
EMM209-Assessment item 1
Value:20%
Due Date:18-Dec-2020
Lachlan Wilson
Assessment item 1 - Development of an investigation draft
Objective and Outcomes:
Multiplication and Division- MA3-6NA selects and applies appropriate strategies
for multiplication and division
Problem Solving- MA3-2WM selects and applies appropriate problem-solving
strategies
Content:
My investigative inquiry is aimed at Staged 3 students who are in year 6 containing
the syllabus strand “Number and Algebra” which will test students dividing and
problem-solving skills to resolve the problem strategically.
This activity uses mathematical skills to solve the investigative inquiry by ordering a
set of given digits in such a way that the number can be divided by the last digit and
then upon taking that digit away can then be divisible by the new last digit and so on
until the there is one final digit.
For example, the first question is to find as many solutions for the three digits of 1, 2
and 3. Firstly the combination must make a number which is divisible by 3 as it is the
last digit. Once this is done the last digit is removed to create a two-digit number
divisible by 2 as 2 is the last digit, then again removing the last digit to make it a one-
digit number that is divisible by 1. The activity then progresses with higher digits to
make a number which is divisible by 4 and the process is repeated removing the last
digit then creating a number divisible by 3, then 2 then 1. The activity can be taken
further by using larger numbers and adding a 0 like 0-9 for example to increase
difficultly. This investigative inquiry tests the student’s ability to divide large numbers
while also using problem solving skills to work systematically to investigate how
many alternative solutions can be used to solve the problem. This activity engages
students as it can be applicable in everyday life to organise and generate ideas to
create multiple solutions to a problem that requires combination solving.
Examples and solution:
Question 1: 1,2,3
Solution: 123 and 123
123÷3=41, 12÷2=6 and 1÷1=1
Lachlan Wilson
321÷3=107, 32÷2=16 and 3÷1=3
Question 2: 1,2,3,4
Solution: no solution
Question 3: 1,2,3,4,5,6
Solution: 321654 or 123654
321654÷6=53609, 32165÷5=6433, 3216÷4=804, 321÷3=107, 32÷2=16, 3÷1=3
123654÷6=20609, 12365÷5=2473, 1236÷4=309, 123÷3=41, 12÷2=6, 1÷1=1
Question 4: 0,1,2,3,4,5,6,7,8,9
Solution: 3816547290
3816547290÷10=381654729, 381654729÷9=42406081, 38165472÷8=4770684
3816547÷7=545221, 381654÷6=63609, 38165÷5=7633, 3816÷4=954, 381÷3=127,
38÷2=19, 3÷1=3
Conclusion:
My feedback included “I have answered the question that I think Lachlan is asking.
The posted question was quite wordy, it was difficult to find the question. It wasn’t
until I read the example answers that I thought I understood what Lachlan was
aiming for, but then I found anomalies in the sample answers he suggested that I
found confusing, working through the anomalies, my understanding of the question
changed again”. I altered this by breaking up the paragraphs and altering the
wording as to me it made sense but to others it might be confusing. Once I made
these changes it made the question a lot clearer and the process for people newly
doing it will be made a lot easier. My final investigative inquiry contained content
which covered the syllabus strand “Number and Algebra” for stage 3 students in Year
5 and 6 for outcomes MA3-6NA and MA3-2WM but I changed this to just year 6 as
the question gets quite challenging. I believe my investigative inquiry is valuable as
the students dividing and problem-solving skills will have significantly developed as
the task requires not only dividing with long number and solving the combination for
one answer but involves resolving the problem strategically as multiple solutions to
multiple questions were required. In doing so the students have to combine
conventional dividing skills with persistent problem-solving skills to solve the
question to its fullest of possibilities, allowing for creative learning that is engaging to
the students.
Lachlan Wilson
APPENDIX
Peer review of investigative task for Assessment Task 1
Name of
Georgina
Stapleton
reviewer: Name
of author:
Instructions for reviewer:
1. Please time yourself as you complete the problem.
2. Provide your solution (including working) to the author.
3. Answer the following questions based on your perceptions of the problem.
Reviewing questions:
Could you understand the problem? Yes
Could you complete the investigation without an explanation from the author? If not,
what prevented you from doing so?
I could complete it
How long did the problem take you to
solve?
20 minutes for all solutions
How many solutions were you able to find?
10
What mathematics is required in order to do the problem? In other words, what will
the children need to know?
Addition and possibility
Lachlan Wilson
Is the investigation suitable for either Stage 2 or Stage 3?
Yes it is
What syllabus outcome(s) could this problem meet?
MA2-18SP
MA2-5NA
Is the problem open or closed? In other words could it cater for a class of diverse
learners? Provide some feedback.
It is open as the question requires many solutions and has several possibilities as the items
vary in price with the one required amount of money to spend. It could cater as the item
prices vary in difficulty as there is small and large numbers.
Is there another way you could have solved the problem?
Not sure just adding the numbers would be my best bet or using an addition table may be.
Did the problem require an explanation of your solution, or just an answer? In other
words could it promote communication amongst children?
There is explanation required as to what items were chosen maybe if all solutions weren’t
found.
Could you improve the problem, if so how?
For an extension question having a different set price to spend or having to include certain
items. Overall very good
Lachlan Wilson
References
AAMT. (2019). Promoting a Spirit of Inquiry. Retrieved from resolve.
Education, T. T. (Director). (2006). KS2 Maths [Motion Picture].
NSW government. (2019). Mathatmatics K-10 Syllabus . Retrieved from NSW
educations.
Williams, D. (2019). Task libary. Retrieved from mathamaticscentre.
Lachlan Wilson
