The queen of the ___(insert school name)____ Ant Colony has 16 ants in her army. The queen is attempting to organize her ants into arrays. She wants to know how many arrays she can create using her 16 ants. How many arrays can she make with 16 ants? Using manipulatives, drawings and words, explain your work. What arrays could she make with numbers fewer than 16? Allow the students to work with a partner to experiment with different arrays that the queen could create when arranging the ants. Have the students use manipulatives to create their arrays. Then, encourage the students to draw their arrays on the chart paper and record the repeated addition equation on the recording sheet. While students are working, circulate the room and ask questions from the formative assessment list. Part II students have completed Part I of the task, choose several students to share their discoveries and observations with the class. If students used numbers up to 16, use this to lead discussion: The teacher or students can record the arrays the students have found on a larger version of the Queen’s Dilemma” sheet. Ask “The questions which require them to look for patterns. Some things that they may notice are: 5, 7, 11 and 13 can only in single file 4, 9 and 16 can be made into squares with equal sides (With only 1 possible repeated equation) 2,4,6,8,10,12,14 and 16 can all be divided into 2 equal rows As the students this information, use this data to create a graph that shows how many “discover” of the numbers could only create single file lines, made squares, 2 equal rows or others. Graphing this data will reveal patterns about numbers, allowing for discussion of odd and even, among other things. FORMATIVE ASSESSMENT QUESTIONS What manipulatives are you to help solve this problem? Why are you arranging the tiles in that way? What are some ways the queen could arrange 6 ants? 10? 16? etc. What are some ways that she cannot arrange them? How many rows does this array have? How many columns does this array have? How can you tell the difference between rows and columns? What strategies are you using to help figure out ways the queen could arrange the ants? Are you noticing anything about the numbers that she is or is not able to use? How could you use repeated addition to help you solve this problem? this number be arranged in a different way?
The queen of the ___(insert school name)____ Ant Colony has 16 ants in her army. The queen is attempting to organize her ants into arrays. She wants to know how many arrays she can create using her 16 ants. How many arrays can she make with 16 ants? Using manipulatives, drawings and words, explain your work. What arrays could she make with numbers fewer than 16? Allow the students to work with a partner to experiment with different arrays that the queen could create when arranging the ants. Have the students use manipulatives to create their arrays. Then, encourage the students to draw their arrays on the chart paper and record the repeated addition equation on the recording sheet. While students are working, circulate the room and ask questions from the formative assessment list. Part II students have completed Part I of the task, choose several students to share their discoveries and observations with the class. If students used numbers up to 16, use this to lead discussion: The teacher or students can record the arrays the students have found on a larger version of the “The Queen’s Dilemma” sheet. Ask questions which require them to look for patterns. Some things that they may notice are: 5, 7, 11 and 13 can only in single file 4, 9 and 16 can be made into squares with equal sides (With only 1 possible repeated equation) 2,4,6,8,10,12,14 and 16 can all be divided into 2 equal rows As the students “discover” this information, use this data to create a graph that shows how many of the numbers could only create single file lines, made squares, 2 equal rows or others. Graphing this data will reveal patterns about numbers, allowing for discussion of odd and even, among other things. FORMATIVE ASSESSMENT QUESTIONS What manipulatives are you to help solve this problem? Why are you arranging the tiles in that way? What are some ways the queen could arrange 6 ants? 10? 16? etc. What are some ways that she cannot arrange them? How many rows does this array have? How many columns does this array have? How can you tell the difference between rows and columns? What strategies are you using to help figure out ways the queen could arrange the ants? Are you noticing anything about the numbers that she is or is not able to use? How could you use repeated addition to help you solve this problem? this number be arranged in a different way?
CCGPS_Math_2_Unit6Framework.docx