Intent

This activity encourages the application of problem-solving strategies that will assist students in their work on POW 10: Corey Camel.

Mathematics

The problem-solving strategy “solve a simpler problem” is the focus here. Students may also employ the “make a drawing” strategy. Students can transfer their understanding of this simplified problem to the larger situation presented in POW 10: Corey Camel.

Progression

Students will work on this task in small groups and then present their results to the class.

Approximate Time

35 minutes

Classroom Organization

Groups, followed by whole-class discussion

Materials

45 beans or counters per group (to represent the 45 bananas)

Doing the Activity

Tell the class that they will apply what they learn from today’s mini-POW to the POW itself. Remind them to keep notes on how they solve this problem. Tell students who have already solved the POW that they can give hints to or ask questions of their group members about how to solve this task. Emphasize that they should not tell their group mates the solution, but just offer subtle suggestions or ask good questions regarding types of things to think about.

Discussing and Debriefing the Activity

Ask volunteers to present their solutions to the mini-POW, asking questions to help make their explanations clear. You might delay a discussion of how the mini-POW specifically relates to the POW. However, you can mention that trying to improve on their solution will help students in their work on the larger problem.

The best possible result for Mini-Camel is to get eight bananas to market. If no one has found this result, tell students that there is a better answer, but not what it is or how to get it.

Key Questions

What helps to make an explanation clear?

How might a diagram along with your written explanation be more convincing?