have you applied to be part of anthony gormley’s one & other project? you can enter the ballot...
TRANSCRIPT
Have you applied to be part of Anthony Gormley’s One & Other
project?
You can enter the ballot to spend an hour on the Fourth Plinth in
Trafalgar Square between 6 July and 14 October.
What would you do?
To see what other people are doing click here
How about singing
Ten Green Bottles?
How long would that take?
How many green bottles would you have to start with to take 60
minutes?
How about singing
One Man Went to Mow?
How long would that take?
How many men would go to mow in 60 minutes?
What is different about these two songs?
Could you suggest another song to sing that would take 60
minutes?
Up2d8 mathsThe Fourth Plinth
Teacher Notes
The Fourth Plinth
Introduction:
The Key Stage 3 programme of study suggests that pupils are given opportunities to work on problems that arise in other subjects and in
contexts beyond the school.
This Up2d8 resource uses the context of Anthony Gormley’s One & Other project to create ‘an astonishing living monument’ by filling the fourth
plinth in Trafalgar Square, 24 hours a day for 100 days.
Content objectives: • In order to explore mathematical situations, carry out tasks or tackle problems, pupils identify the mathematical aspects• solve simple problems involving ratio and direct proportion• pose questions and make convincing arguments to justify generalisations or solutions; recognise the impact of constraints or assumptions
Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how you’re going to deliver theactivity and highlighting the processes that this will allow on the diagram below:
Activity: Students are asked what they would do if picked to spend an hour on the Fourth Plinth in Trafalgar Square. For this Up2d8, studentsare then asked to consider two well-known songs and think about how they could be extended to occupy the time on the plinth. Ten GreenBottles is a straightforward song – all the verses are of equal length and the bottles decrease by one in each verse so this could be described ashaving a linear relationship. How many green bottles would you need to start with to be able to sing for the hour? One Man Went to Mow is also a verse song but each verse gets progressively longer (‘four men, three men, two men, one man and his dog’) sothe calculation will be more complex – not a linear relationship? How many men would be going to mow in the hour?
Differentiation: You may decide to change the level of challenge for your group. To make the task easier you could consider:• Investigating the timing for Ten Green Bottles only• Reducing the amount of time so that pupils can verify their predictions with a performance!• Using the timings on YouTube to help plot a graph for Ten Green BottlesTo make the task more complex, you could consider:• Inviting pupils to make up or choose their own songs• Using the timings on YouTube to construct a graph and work out an equation to describe the relationship for One Man Went to Mow
This resource is designed to be adapted to your requirements.
Outcomes: The outcome of the task ,may vary depending upon the line of enquiry taken. The students may wish to illustrate their findingsdiagramatically and/or through calculation. This could be:• a school performance of appropriate songs on a ‘Fourth Plinth’• a letter to Anthony Gormley describing what pupils would do on the Fourth Plinth and how they have calculated their timings• a poster explaining how the record for the longest singing marathon could be broken and how many ‘green bottles’ there would need to be!
Working in groups: This activity lends itself to paired or small group work and, by encouraging students to work collaboratively, it is likely thatyou will allow them access to more of the key processes than if they were to work individually. You will need to think about how your class will work on this task. Will they work in pairs, threes or larger groups? If pupils are not used toworking in groups in mathematics, you may wish to spend some time talking about their rules and procedures to maximise the effectiveness andengagement of pupils in group work (You may wish to look at the SNS Pedagogy and practice pack Unit 10: Guidance for Groupwork). Youmay wish to encourage the groups to delegate different areas of responsibility to specific group members.
Assessment: You may wish to consider how you will assess the task and how you will record your assessment. This could include developingthe assessment criteria with your class. You might choose to focus on the content objectives or on the process objectives. You might decide thatthis activity lends itself to comment only marking or to student self-assessment. If you decide that the outcome is to be a presentation or aposter, then you may find that this lends itself to peer assessment
Probing questions: Initially students could brainstorm issues to consider. You may wish to introduce some points into the discussion thatmight include:• How long does a verse last?• Are all the verses the same length?• How much time would you leave between the verses?• How are the two songs different?• What difference will that make to your calculations?
You will need:
The PowerPoint display which you might read through with your class to set the scene at the beginning of the activity. There are six slides:
The first slide sets the scene The fourth and fifth slides focus on the song One Man Went to Mow
The final slide poses a further challenge
The second and third slides focus on the song Ten Green Bottles