ED2284

NOR SAFIRAH BINTI ABD RASHID A

[2011922719]
HURUN AIN BINTI MOHD BAKRI
 MATHEMATICA
GENERAL VIEW
L VIEW
A problem exist A statement
when a problem requiring
solver has a goal but
does not know how
solution, usually
to accomplish it. by mean of
mathematical
operation or
Any question geometric
proposed for solution
construction.
or discussion.
 Types of
Problem
Closed Open- Mathematic
Types ended al
Types
Routine
Problem

Non-routine
Problem
 CLOSED OPEN
-
ENDED
Many of the questions we -
ENDED
These questions allow a
ask students call for a variety of correct
single number, figure, or responses and elicit a
mathematical objects. different kind of student
thinking?
Example:
What is 6x8? Example:
How could you
use 5x6 to find
the answer to
8x6?
 Closed Ended
Question

Routine Non-
Problem in mathematic Routine
lesson that involves easy
and simple problem Problem in mathematic
solving. lesson that involves
difficult problem solving.
 What is the odd number
between 10 and 20?

 Factor of x² - 2x - 8
open ended
questions allow a
variety of correct
responses and elicit
a different kind of
student thinking.
 Where to find open-
ended items
• Intermediate Units – “Performance
Assessment Lesson Plan Topics”
• Text resource books
• Multi-step word problems from your
textbook
• Teacher-made questions
 Why used open-ended
Questions ?
• Traditionally: questions required
single number answers

• What if? Forgot what 8 x 6 is equal to

but remembers what 5 x 6 is equal to

• How could a student use this fact to

figure out 8 x 6?
Open-Ended
Question
How could you
use 5x6 to find
the answer to
8x6?
 The Open Ended Question
allows students to think critically
and demonstrate their own ways
of solving the problem.

• 5 x 6 = 30 • 5 x 6 = 30
• I need 3 more 6’s to • Using my fingers I
make a total of 8 can start at 30 and
groups of 6 – that’s count out six fingers
18 3 times.
• 30 + 18 = 48 • That gives me 48
Using each of 1, 2, 3, 4, 5, and 6 once
and only once, fill in the circles so that
the sums of the numbers on each side
of the three sides of the triangle are
equal.
 Example Open-Ended
Question
A paddy lorry weight is one tone.
How many paddies can be fill in
that lorry?
1) No fixed clue : Can be division, multiplication, addition or ratio.
2) Not all data given
3) Can make own assumption
4) Making decision and estimation on the weight of paddy.
Johnny wants to plant a garden in the shape of a
rectangle. Using the figure below, how would he
divide the garden so that 50% of the garden is pea
25% is beans, 15% is corn, and 10% is carrots.
50% 25% 15% 10%
 50%

25% 15% 10%

Solve the riddle using the clues and numbers in the
table.

1. It is not 3 x 4
2. It is not > 56.
3. It does not equal 4 tens.
4. It does not equal 2 x 7.
5. It is not the missing number
in 3 x n = 12.

The number is ______

 Problem Interest
Students
(𝒙+𝟏)(𝒙−𝟏) 𝒙
1) 𝟑
+
(𝒙−𝟏)
𝟑𝒙𝟑 +𝒙 𝒙+𝟑
2) ;
𝒙 𝒙
𝟏
3) (𝒙 + 𝒚) 𝟐
; 𝒙+𝒚 ;
𝒙+𝒚

4) Convert 𝟕𝒙 to fractional exponent