My first though is to figure out 4 numbers from 1 to 40 that can be added together to obtain any whole numbers from 1 to 40. So, one of the 4 weights must be 1g, which is the smallest weight. Should the next be 2g? There is only one whole number can be obtained by combining 1g and 2g, which is 3g. What about 3g? The combinations of 1g and 3g give us 2 whole numbers, which are 2g (3g-1g) and 4g (1g+3g). What about 4g? But any combination of 1g and 4g won't give me 2g. Now, 1g and 3g are the two of the 4 weights in my mind. And using a similar pattern, I figure out 9g is one of the 4 weights: Combination of 1, 3, 5: 3-1=2 3+1=4 5-1=4 5-3=2 Obviously, 5g is not a choice since numbers obtained by combining 1,3 and 5 can be obtained by combinations of 1 and 3 as well. New numbers produced by combining 1, 3 and 6 6-1=5 6+1=7 6+3+1=10 Now we have 1,2,3,4,5,6,7 and 10 New numbers produced by combining 1, 3 and 7 7+3=10 7-1=6 7+1=8 7+3+1=11 7+3-1 7+1-3 Now we have 1...
Thanks Danielle, Wanyi and Anwar! Your lesson plan is OK, but I have a few suggestions as well:
ReplyDelete• The 4-minute video is cute, but it doesn't seem to add much that's really helpful from my point of view. It is mostly procedural/ mnemonic (how to and procedures) rather than promoting deeper relational understanding. Is it really worth taking up 1/3 of your lesson?
•Much of your lesson is a recap of procedures. What is new in what you are teaching the group?
•I'm not clear from the slides or the lesson plan exactly what the problems are that you are asking your class to solve. The problems on the slides seem to include the solutions already.
Think it over, and see if you can make some small tweaks to the lesson to make it clear what is new and what you would like the students to engage in. (And if you want to use the video, go for it -- just think about what it might add to the students' knowledge, attitudes, etc.)