- Students identify data and mathematical connections and correlate them according to the context in which they are found.
- Students work on data in a large amount, of different quality, of different structures that appear in mathematical contexts
- to express mathematical characteristics, quantitative or of quality of a certain concrete situation and of the algorithm of solving them
- Students analyze and interpret the mathematical characteristics of a problem-situation
The class is split into 3 teams:
- Team 1: Triangle team
- Team 2: Saruss team
- Team 3: The conclusion drawers 3 students and the teacher
Part 1: Teacher checks the students’ memories about ways of solving determiners. Exercises with determiners of the 3rd rank.
Part 2: The first 2 teams work 15 minutes to point out the advantages of the use of the methods they received (on a flip chart). The 3rd team is not involved in the beginning. Each team announces their spokesperson, the one who will sustain the team’s point of view. Each team has 5 minutes to present their task. At least one of the exercises must be included in the presentation; the exercises were given to the teams on papers. After the 10 minutes the deciding team gets involved. Underlying the errors of each participant and the strong points as well. The 3rd team announces the winners of the debate.
The students who were active and correct contributors will be graded, encouraged for further debates and they will draw conclusions for the next debate developments
The student’s Work chart
- Don’t forget the fair play!
- All ideas are good;
- All team members are important;
- It is not the loud voice that brings the most important argument;
- Use appropriate language;
- If not now, definitely next time.