大象传媒

Video summary

Inside a giant computer created before the age of mathemagicians, Olivia and Hassan are faced with a multi-step problem to reach the labyrinth鈥檚 next stage.

Having answered correctly by using 鈥榖ar modelling鈥, Hassan is transported to another level, where he must work with Olivia through holograms to answer further multi-step problems.

After the pair have worked through a series of mistakes and questions to find the correct solution, mathemagician Hypatia asks pupils to answer a final multi-step question in the classroom.

This short animated film is from the 大象传媒 Teach series, Hypatia's Mathematical Maze.

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Teacher Notes

Before watching the film:

Prior to this lesson you maybe wish to introduce students to other relevant topics, for example:

  • Mental and written addition and subtraction.
  • Representing problems using bar modelling.

During watching the film:

Depending on your lesson鈥檚 focus, you may wish to pause the video at certain points to check for understanding, asking questions such as:

  • Are your answers the same as those in the film?
  • When would you use regrouping, and why?
  • How many stages would you break this problem into?
  • What are the different mathematical processes this question is asking you to perform?
  • How can you answer Hypatia鈥檚 final question?

Final question:My maze originally had 342 sections. Olivia and Hassan have solved 123 of these. If I create an extra 21 sections, how many rooms do Olivia and Hassan have left to go before they reach the heart of my labyrinth?

Answer to the final question:342 - 123 = 219, then 219 + 21 = 240

Following on from the film:

  • Give the pupils some two-step calculations and ask them to write the problems to accompany them.
  • To support, have pre-drawn bar models for pupils to fill in with the correct numbers.
  • To challenge, give questions in the inverse, e.g. Two numbers have a difference of 600 and a total of 4,284. What are the two numbers?

This short film is suitable for teaching maths at KS2 in England, Wales and Northern Ireland and 2nd Level in Scotland.

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