7886 /www/nrich/html/content/id/7886/ 1 0000-00-00T00:00:00 <mdoxml version="1.0"><br></br> I am thinking of ten consecutive numbers less than twenty.<br></br> <br></br> There are two pictures that represent or illustrate seven of the numbers, one much easier to recognise than the other. For example, with a clock set at five o'clock would be easy to see what it illustrates, but a solid shape the number might be the number of faces, or edges or vertices.<br></br>  <br></br> <mdo:image width="285" height="285" alt="pictures of numbers" src="pics.png"></mdo:image>  <br></br>  <br></br> There are two numbers which are only represented by one picture and one number which has no pictures. You can download a larger version of these pictures <a href="/content/id/7886/PicturesNumbers.pdf">here</a>.<br></br> <br></br> Can you sort out these numbers and make the four missing pictures?  <br></br></mdoxml> <mdoxml version="1.0"><br></br> <h3><span style="font-weight: bold;">Why do this problem?</span></h3> <a href="http://nrich.maths.org/7886&amp;part=">This problem</a> is designed to help learners to see numbers in many different ways. This can help them to abstract out what is sometimes known as &quot;the two-ness of two&quot;. Doing the problem should promote discussion between pairs working together.<br></br> <h3>Possible approach</h3> <div>You could show the group two or three pictures from <a href="/content/id/7886/PicturesNumbers.pdf">this sheet</a>, enlarged if the group is not small, and ask learners which numbers they think are represented. Make sure that they know what 'consecutive' means.</div> <div> </div> <div>After this you could introduce the problem as it stands and get the group to work in pairs on it so that they are able to talk through their ideas with a partner.</div> <div> </div> <div>At the end of the lesson the group could come together to discuss what they have done, which numbers they decided were missing and how they represented them in their own illustrations.</div> <br></br> <h3>Key questions</h3> <div>What number do you think this picture represents?</div> <div>Could it be another number?</div> <div>How far have you sorted the pictures?</div> <div>What does 'consecutive' mean?</div> <div>Which do you think is the lowest/highest number?</div> <br></br> <h3>Possible extension</h3> Learners could make their own pairs of pictures, one harder than the other, representing various numbers for others to sort out.<br></br> <h3>Possible support</h3> Suggest just trying to sort out the pictures on <a href="/content/id/7886/PicturesNumbers.pdf">this sheet</a>.<br></br> <br></br></mdoxml> <mdoxml version="1.0">Print out and cut up <a href="/content/id/7886/PicturesNumbers.pdf">this sheet</a> and try to sort out the numbers.<br></br> <br></br> Remember that there are seven numbers with two pictures, two numbers with just one picture and one number with no pictures.<br></br></mdoxml> 2 3 0 1 0 0 0 Ten consecutive numbers less than twenty. There are two pictures for seven of the numbers, two numbers with only one picture and one number which has no pictures. Using, Applying and Reasoning about Mathematics Recording mathematics Using, Applying and Reasoning about Mathematics Selecting and using information Numbers and the Number System Reading and writing numbers Numbers and the Number System Representing numbers Handling, Processing and Representing Data Sorting data