Introductory activity A

Money Matters

Aim

The pupils are presented with an activity that gives them the opportunity to think systematically through a problem by means of group discussion, as they will be required to do in the activities that follow. The pupils also become more conscious of the techniques and strategies that make for effective group working. In addition, you, the teacher, have the opportunity to observe the groups and see whether you need to make any adjustments to their composition.

Activity A introduces elements of the schema Combinatorial thinking, which, although not discussed here, will be used later in the programme (see Activity 1.3: Sandwiches).

Materials

Supplied

Resource sheet 1, showing the following coins £1, 50p, 20p, 10p, 5p, 2p, 1p (see Resource Section, at rear of manual). This can be photocopied onto an overhead projector transparency or copied onto a black or whiteboard.

Activity

Cognitive conflict and social construction

  • Explain to the pupils that they will be given an activity to do, and that they will have 10-15 minutes to complete it in their groups. They can record their findings from the activity in any way they like.
  • Ask the groups to find out whether every amount between 1 p and £1 can be made using only the coins shown on the board. If not, what amounts cannot be made? What coins would be needed to make these amounts?
  • After 10-15 minutes, ask each group to share their responses. If there are points of disagreement between groups, encourage whole-class discussion on how to resolve them.

Metacognition

  • If all the groups solve the problem without any amount causing difficulty, look confused and say that you thought it was not possible to make 38p and 76p. Give them the opportunity to show you the method they would use to make these amounts and the thought processes they would need to follow. Encourage each group to listen and add to other groups’ explanations.
  • Ask the pupils to discuss how the members of their group worked together. Were you happy in your group? Did your group work well? What made your group work well? What worked less well? How could that be changed to make things better next time?

Reiterate the main behaviours that help to make a group work well, reminding the pupils that they should:

  • listen to each other
  • think about the ideas suggested and decide which to try;
  • speak in a voice that the whole group can hear;
  • ask when something is not clear.

Also remind the pupils, If you disagree with someone, explain your reasons so that the person understands.

You may notice that some groups are not well balanced, for example, in terms of the personality types within the group. If so, note any changes that you will need to make before embarking on the next activity about a week later.

License

Let's Think through Science 7-8 and 8-9 Copyright © by Lets Think Community. All Rights Reserved.

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