Fermi alles

Fermi questions (grade 5)            

How many time do you need to write a novel of 100 pages?

How many SMS do all students of PGU write in one day/month/year?

Who many time do all students of PGU spend on tv in one month?

Ho many bikes do have all familes of students grade 9 of PGU ?

What about the amount of chalk is used to mark all football fields at one weekend of German permier league?

How long is the stripe of toothpaste of a person in one year?

How many hours does a church pastor preach in a year?

How many kilimeters do walk from school home in a year?

How often do you share hands in 10 years?

If all students of PGU woulld take hands to the student standing next how long would be this human chain?

How long will all students of PGU work on their homework in a year?

How many steps of the stairs do in school do a student climb up in one week/month?

Project: FERMI questions Our question:

Assumptions: This we have reflected, got to know by an experiment, measured, estimated …. as a base for calculation that follow …:

Our calculation:

Our answer:

Additional question and answer:

Multilateral Comenius Project

MMM_ More Meaningful Maths

MMM_Maths Lesson Plan FERMI questions Author: Monika Schwarze Level: grade 5

Maths content: - estimation, rounding Description: In this activity students will learn to follow a plan to make - dealing with grat numbers an estimation (answer)to a Fermi question and explain assumptions that - dealing with units - converting units they have made by experiment or asking experts, taking a mean, …

Aims: Students should learn - to deal with units and convert them - to make assumptions and explain it to other students - to make a poster presentation of their task - working together in a team of two Procedure: 1. Common work on a Fermi question e.g, “How many chalk will be used by all teachers in your class in one week?” or s.th. else which is interesting for the group 2. The writing on the blackboard should reflect a special structure (see here) 3. Students can choose a task out of a lot of proposals or may invent their own FERMI problem 4. Students work on the problem 5. Students exchange their solution with another group and look for advice for improving their documentation 6. students write it on a coloured paper 7. Students present their problem,the way they have made an assumption and the result of their calculation 8. Exhibition of posters in the classroom Type of activity Timing: Working in pairs for a poster presentation Topic 80-90 min. big natural numbers, rounding, units Conductor Resources/materials Grouping: in the TS (texts in German) Skills Listening pairs X Reading X Speaking, argueing X Presenting Suggestions/variations X Two groups have the same Key competences Linguistic questions (comparision of results is Knowledge and interaction with the intersting) physical world X Digital competence and information treatment Social and civic X Cultural and artistic Learning to learn X Competence on autonomy and entrepreneurship Cross-curricular

Multilateral Comenius Project

MMM_ More Meaningful Maths

Students teach students

EVALUATION REPORTS Evaluator, group, other important details, description, suggestions, variations,evaluation, …)

Report 1: from Monika Schwarze I do this lesson in each 5th grade when students lean the topic “dealing with (big) numbers and units”. The quality of the posters depends on the first example. I put a lot of attention on explaining the students that there are different methods for making assumption and that these should be as real as possible. In the first example we collect ideas for assumptions (not only for this question but for similar questions) like measuring, watching for a while (protokoll), asking different persons and then taking an avarage, experiment, ….

It always worked as described and students have fun. It is an example that mathematics has different “faces” and that results anf prediction in real life are based on assumptions.

Report 2:

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