This content was created by Rob Langman. This content was uploaded by Rob Langman. This is a YouTube educational video titled "Greater Depth In Multi Step Problems" (created 2024-04-10T08:00:25+00:00) featuring multiple speakers (one identifies herself as Florence) discussing teaching strategies for primary-school multi-step math problems. The presenters model classroom examples—e.g., a lower key stage 2 problem about three horses eating 27 carrots with distinct odd-number amounts (worked systematically with a table to find 10 possible combinations) and a year 5/6 multi-step question based on lesson lengths and weeks per year—highlighting systematic recording, reasoning about odd/even properties (doubling odd gives even), and ways to challenge pupils to create and explain their own problems.
Questions this video answers
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45 minutes
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Hi, I'm Florence and in this video.
We'Re going to look at what greater.
Depth might look like when pupils are thinking about multi step problems.
Often pupils are faced with problems where.
They need to find more than one possible answer. And sometimes there's an even bigger level.
Of challenge where they have to actually.
Find every possible answer. And this is one such example from lower key stage two. Three horses ate 27 carrots altogether. All three ate a different odd number of carrots. The first horse eats one carrot. Can you find all the possible combinations of carrots each horse could eat?
So the challenge here isn't finding three.
Numbers that total 27, but it's deciding on a systematic way to record all the possibilities so that they don't miss any. A really good way to do that is using a table like this one. And what you want pupils to be thinking about is, okay, what do I know?
Well, we know that the first horse eats one carrot.
We also know that the second and.
Third horse eat an odd number of.
Carrots, but it's a different number of.
Carrots, so horse two can't eat one. A logical way to record this is to choose the next lowest odd number for horse two.
So three carrots.
And from there, if we're totalling 27.
Carrots, we know horse three would have.
To eat 23 carrots.
Pupils can then continue to fill out the table in this way, choosing the next lowest odd number for horse two.
And that way they can make sure they don't miss any of the possibilities. They'd end up with something a little bit like this and find that there.
Were 10 different possibilities altogether.
This one wouldn't count because horses two and three eat the same number of carrots. The second part of the question says.
Why is it not possible for one.
Horse to eat twice the amount another horse eats?
And this requires pupils to reason and.
Explain using their understanding of number. So pupils would need to know that whenever we double an odd number, we, we get an even number. And as all the horses eat an.
Odd number of carrots, it's impossible.
One could eat double the number of another.
If you want to challenge pupils here.
You could ask them to prove to.
You that when we double an odd number, we get an even number.
Let's take a look at one more.
From year five six at Falcon School. Each lesson lasts 45 minutes and there are six lessons a day. Children go to school from Monday to Friday for 39 weeks a year. And pupils have to use this information.
To create their own multi step question.
And explain how it can be solved. And that's a really important part.
So there are a number of questions.
We might expect pupils to come up with here. They might think about how many hours children spend in lessons each week, but.
They'D also need to explain how children could solve the problem. And those are two problems that can.
Help you assess pupils understanding of multi step problems.
