Thursday, 23 August 2007

POLICE LINE UP

YOUR TASK IS TO EXPLAIN THE “POLICE LINE UP” ACTIVITY TO THE PEOPLE WHO WERE AT THE CREATIVE ARTS EXPO TODAY.

YOUR EXPLANATION SHOULD INCLUDE ENOUGH DEATIL SO AS THE PEOPLE WHO WEREN’T IN CLASS WOULD KNOW EXACTLY WHAT TO DO IN THE ACTIVITY.

THINK ABOUT ALL THE LEARNING THAT YOU DID DURING THE ACTIVITY. ASK YOURSELF THE QUESTION "WHAT MATHEMATICS DID I LEARN"?



OPTIONAL -
WHY DO YOU THINK WE DID THIS LESSON?

HOW WOULD YOU CHANGE THIS LESSON IF YOU WERE ASKED TO TEACH IT WITH A YEAR 1 CLASS?

8 comments:

N.I & N.E said...

Today we had to try and figure out the problem with the police line up. We were given 10 suspects and a problem, and then we had to follow the clues to get the right order and find the suspect.



We think that we learnt in this activities how to problem solve and to follow clues to find out whom the suspect was.







We think that we did this lesson because the kappa people were at dance rehearsal so the rest of the year 6 did what Mr. K said to do. We found this activity very hard in some areas and easy in others.





We would change the activity by using less suspects and easier language so that they can understand what clues to follow, because the year1 students aren’t as higher developed minds as us year 6 students.

CT., JAC.,CV said...

To play the police line up activity you need to follow the clues to find out who the criminal is. For example ‘Mike is taller than Spike’ so you need to have Mike before Spike. At the end you should have them in a line and the witness will chose the suspect.
I believe during this lesson we learnt a minimum of maths e.g.; position.
We did this lesson because it was enjoyable to pass time and it was a good challenge for the students to figure out.
If I was asked to teach this activity to a year 1 class I would change the language to a year 1 level. Then I’d explain the task to them slow and clearly and show examples. Because it would be easier for them to understand it.

N.C and J.W said...

The police line up sheet was to cut out the 10 people that were suspects to have done the crime. Then we were given a series of hints to solve the crime e.g spike is smaller than bugsy but taller than fingers. It started off with only 9 questions to solve the crime by putting the suspects in tallest to smallest order. At the bottom of the sheet it said that the 4th tallest was the criminal but if you didn’t have the right order you will have the wrong criminal.

The mathematics that we learnt were problem solving and by this activity we are now able to use these skills in other parts of math’s. We are able to use these skills because this sheet gave our minds a lot more knowledge about problem solving. This was beneficial for us because it was the 1st step on our way to problem solving.

We did this activity to help us to take more notice of what we have just learnt instead of just letting it go through 1 ear and out the other. This sheet showed us to be more aware of the little hints in our work to help us answer questions with a lot more information and it gives us the responsibility to put more effort in our work.

We think that the activity is to advanced for the children in year one. It is confusing for little kids because they would not have the knowledge to answer or solve the complex questions. The kids are only in year 1 and they haven’t got to the stage of there school life to now how to answer the questions. The only way that we could change this sheet is to cut a lot of the suspects out of the sheet so they wouldn’t have a lot to work with. The questions will have to be very simple like spike is tall and mugsy is the smallest. We think that this could be the only way that littler kids will understand it.

M.S, B.D, S.G, M.X said...

We had 10 little pieces of paper with different faces on it. All 10 faces had names such as Bert, Fingers and Lefty. Also we had a clue sheet that helped us to find the order of different people. With the clues we had to put the ten faces in order from tallest to smallest. For example

Bob is taller then Ben but shorter then Fred
George is some where between Lyndon and Spot

• The mathematics that was included to complete the activity was finding the correct sequence of the faces to match the clues.

We did this lesson to think about things more clearly and take notice of things such as solving problems and looking at the answer more clearly so we don’t take short cuts and make it easier for our self.

If we had to change this lesson so a year one student could do it, we would change the language to a year one standard and also explain it using props and pictures. For example

Getting real people to act the parts of the criminals
We would give more clues so it’s easier for them to figure it out.

K.H, H.T, D.C, A.B said...

The mathematics we learned in the line up lesson is how to read instructions and how to understand them more and how to add and move things around with using instructions.


I think we did this lesson because Mr K and Mrs W wanted us to learn how to read instructions and to co-operate with others to expand our ideas and thoughts so it makes our learning much easier.

We would use much easier and simpler words because that would make it much easier for younger children to understand and to change the characteristics because the year 1 students aren’t as mature as year 6 students and because they will be more interested in the subject the they need to complete.

E.T., J.C. said...

We think that year6 did this because it will help with the way we think of solving puzzles & problems and to help with team work.

This helped us with our team work by us following instructions. Coming up with ideas and putting them together. Also Mr K thought it was a good idea.

We would make the words easer so that the year1’s would understand the words and we would make the clues a lot more obvious.

We would make the words and clues easer so that the year1’s can have fun with the task.

R.FEN said...

R.fen’s opinion
Today year 6 completed an activity. What we had to do is we got 9 different pictures of people and we had to read the hints and try and break the code and find out who is the criminal.


I really enjoyed this activity because I thought it was fun trying to break the codes, I think that it helped having a partner to complete this activity because I think we achieved quicker and easier because we put our heads together.

I learnt that you have to use mathematics by reading the hints FOR EXAMPLE. The paper might have said, 2 in front of fingers.

If I had to teach this activity to a year 2 I would make the words much easier so they can understand.

Thandeka said...

Great work.