Why might someone choose to have a large floor rug in their living area?
What colours did you see on the rugs in the video?
What types of patterns did you see on the rugs in the video?
Explain to the students that they are going to design a floor rug of their own, then use their knowledge and understanding of fractions to analyse the colours.
Provide the students with a copy of the Maths Investigation – Operations With Fractions. Read through the scenario, the task, the competition rules and the procedure with the students. Answer any questions the students may have about the task and check that they understand the task instructions.
Project some images of checked rugs on the board. Discuss the patterns and colours used. Highlight some examples which have followed a specific pattern, as well as some examples which have not.
Monitor and support the students as they plan and create their floor rug designs using the templates provided in the investigation booklet.
Check on how the students are progressing with their designs. The speed at which the students will finish these will vary.
Encourage more capable students to increase the sophistication of their design by splitting numerous squares in half vertically, horizontally or diagonally. Remind them to check that each colour adds to a whole number.
Support less confident students by allowing them to consult with a teacher or teacher aide during the planning process. Alternatively, the task could be simplified by reducing the number of squares on the design template before commencing.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities