Clue Cards
S W
Clue Cards is a collaborative task. Four sets of Clue Cards are provided.
These are in the BLM section. The tasks are open-ended because the clues
do not necessarily include all the information needed for a conclusive
result. Besides the nature of chance means that there could be several
interpretations of the same clue.
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Clue Cards: Which die?
BLM8, page 57
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Clue Cards: Spinners
BLM9, page 58
Lower Number
Middle Number
• informal notions of proportion and
connecting this knowledge to the colour
ratios on the selected dice
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Clue Cards: Graphs
Lower Number
• investigating numbers that
total 25
• notions of more/less and
equality
• application of simple addition
and subtraction situations
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BLM10, page 59
Middle Number
As for lower number
Clue Cards: Statistics
Lower Number
• using addition and multiplication
p38
• use of fraction, ratio and/or percentage
knowledge to solve the problem
Upper Number
• using the notion of fraction
as an operator
• converting fractions to
percentages / or vice versa
• using either fraction or
percentage knowledge to
construct a pie graph
BLM11, page 60
Middle Number
• using addition and multiplication
Description of activity
Number of pupils:
4
Materials needed:
A set of clue cards / cut these out so that you have a set of four individual clue cards.
See BLM8, BLM9, BLM10, BLM11, pages 57-60.
‘Which Die?’ also needs the coloured dice indicated.
Activity:
Each pupil in a group of four is given one of the clues. The task or problem is set out on the top
of each clue card. The pupils are allowed to read their clue to the group so that the group can
collaboratively solve the problem. If a clue needs to be re-read then that can be requested.
No one pupil is to take control of all the clue cards. Give each group one sheet of paper for note
taking (this enhances the collaborative nature of the task). If more than one group is working on
the same set of clue cards there can be sharing of the solution and solution processes at the end
of the lesson.
Did you know?
Research has shown that there are many advantages for learning to take place when children work
in small groups sharing their ideas and working collaboratively. More ideas and solution
approaches are usually generated and groups can often solve a more challenging problem than
might be expected if the pupils worked individually. Learning becomes an active process as
children talk, listen and interpret the mathematical dialogue. Through this communication and
collaboration they come to see other ways of conceptualising and solving problems. Pupils need to
be made aware that they are responsible for seeing that each member of their group has full
understanding of the situation. The teacher’s role in pupil collaborative tasks is to act as
facilitator and observer.
C ertain Number
p39
Clue Cards: Which Die?
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BLM8
Which die? 1 – needs dice 2, 3 and 5
Out of the dice you have been
given which die was being used?
Out of the dice you have been
given which die was being used?
In the first ten rolls blue was
never rolled.
In 30 rolls yellow was rolled
the most.
1
2
Out of the dice you have been
given which die was being used?
Out of the dice you have been
given which die was being used?
In 60 rolls there were 43 yellows
and 17 blue.
In 100 rolls red was
never rolled.
3
4
Which die? 2 – need dice 1, 4 and 6
Out of the dice you have been
given which die was being used?
Out of the dice you have been
given which die was being used?
In the first ten rolls every roll
was either red or yellow.
In 6 rolls there were 4 yellows
and 2 reds.
1
Out of the dice you have been
given which die was being used?
In 50 rolls there were more
reds than yellows.
C ertain Number
3
2
Out of the dice you have been
given which die was being used?
In 100 rolls red and yellow were
the only colours to have been
rolled.
4
p57
Clue Cards: Spinners
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BLM9
Spinners 1
Draw the spinner.
Draw the spinner.
In twenty spins yellow and red
were the only two colours.
In 50 spins there were
six results that were green.
1
2
Draw the spinner.
Draw the spinner.
In 100 spins red came up more
than any of the other colours.
Brown was never spun.
3
4
Spinners 2
Two spinners are being spun
together. Draw them.
Two spinners are being spun
together. Draw them.
More than half of the spins
result in both being blue.
In 40 spins there were only a
few that were blue-green.
1
Two spinners are being spun
together. Draw them.
Two spinners are being spun
together. Draw them.
In 100 spins green-green
never happened.
p58
2
3
Blue-yellow happened twice
as many times as yellow-yellow
in 40 spins.
4