Problem #1. A horse owner has 300 feet of ElectroBraid fencing to make a new pasture for her horses. She wants to make 1 new pasture, what are some different options for the area of pasture that she can make? How can she maximize the area without having to buy more fencing?
Problem #2. A storm knocked out half of a 600 square foot pastures fence. What are some possible amounts of fencing that the owner will need to buy?
Good questions! I think using animals in any story problem always gets the kids interested, plus if you are talking about an area in the community it makes it much more realistic and fun for them. I think they both involve doing mathematics because you aren't providing them with a procedure for how to solve the problems. The first question is good because it really requires students to think about what area and perimeter are instead of just calculating them given specific numbers. It also allows for many right answers so the students will be able to learn from each other when you present student solutions. Both problems require students to look at units so students know whether they are to find the area or perimeter, so both tasks can clarify misconceptions that might exist in those areas. I also like that you aren't specific as to whether they area of the pasture is a square or not because it allows for multiple representations of area and perimeter.
ReplyDeleteI agree with what Caitlin said! One of the most important things I think we have learned from this class is incorporating a context to our questions that relates to our students lives. This activity let us do just this! I liked that both of your questions were open ended, which pushes the students thinking. I also agree with Caitlin that problem #1 will especially push the students thinking, and make them explain their thought process.
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