World of Tan 18

1508 /www/nrich/html/content/01/04/tan1/ 5 2011-02-01T00:00:01 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"> This activity follows on from <a href="http://nrich.maths.org/public/viewer.php?obj_id=1507&part=index">World of Tan 17 - Weather</a> . <mdo:flash height="470" id="/content/01/04/tan1/1508-1.swf" width="600"><param name="allowfullscreen" value="true"></param><param name="movie" value="/content/01/04/tan1/1508-1.swf"></param> <param name="flashplayerversion" value="7"></param> <param name="height" value="470"></param> <param name="width" value="600"></param> </mdo:flash><mdo:flash height="390" id="/content/01/04/tan1/1508-2.swf" width="600"><param name="allowfullscreen" value="true"></param><param name="movie" value="/content/01/04/tan1/1508-2.swf"></param> <param name="flashplayerversion" value="7"></param> <param name="height" value="390"></param> <param name="width" value="600"></param> </mdo:flash> Mai Ling and Chi Wing are about to take their lunch break. Some broth has been simmering on the stove in the kitchen. A warm, delicious smell wafts through the work room. The others have gone back to work having taken their lunch somewhat earlier. Mai Ling: The lads have certainly left us a fair amount for our lunch. Don't they like broth? Chi Wing: They don't appreciate traditional fare, much preferring something quick and easy. ML: The sandwich has a lot to answer for! And such a fuss to prepare in the morning or last thing at night. CW: Yes, how much easier to put the broth pot on - in with the lentils, vegetables, meat or fish add the water and slowly simmer away all morning. ML: It's the vegetables isn't it? The lads don't like the vegetables. CW: Youngsters seldom do, that is apart from Little Ming and Fung. ML: Yes Granma T has educated their palate well. C'mon Chi Wing pass your mug - the broth is ready. CW: You did that well. I'd say we've just about got the same amount of broth. Do you do it by eye? ML: Practice, I suppose, there is more left when you have finished that lot. CW: Um.. yes okay but I would be worried about giving fair shares. ML: Eat up! We'll worry about that later. A LITTLE LATER ML: You want some more? CW: Oh yes, so warm, so filling but let me pour and see if I can get it right for the pair of us. You do want more? ML: Oh yes...but stop I have much more than you! CW: It really is not that easy to give two equal helpings. Would it be hygienic to try it all over again? ML: Of course. Pour it all back into the pan if you must. Now, choose a level in the mugs - say up to the handle and pour to that level. CW: And with what is left in the pan I could keep topping up each mug in turn. Oh it is easy now... I have just never given it much thought before and living on your own...... ML: Yes but just suppose our mugs had been of different shapes? What then my old friend? How would you give me fair shares then? In the meantime while thinking about what Chi Wing would do, you might like to complete the silhouettes of Chi Wing and Mai Ling eating their soup. There are some more activities in the <a href="http://nrich.maths.org/public/viewer.php?obj_id=1508&part=note">notes</a> , and the story continues in <a href="http://nrich.maths.org/public/viewer.php?obj_id=1509&part=index">World of Tan 19 - Working Men</a> . </mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"> <mdo:image width="287" height="341" alt="Solution to Chi Wing" src="1508a.gif"></mdo:image><mdo:image width="312" height="257" src="1508b.gif" alt="Solution to Wai Ming"></mdo:image> </mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0">Children you might like to: <ul> <li>Investigate pouring a liquid (let's make that a cold one) from an unmarked container into two differently shaped cups or mugs so that fair shares are obtained.</li> <li>Consider fair shares for three people.</li> <li>Survey your friends in class and find out what they prefer for lunch.</li> <li>Discuss what the phrase 'educated their palate well' means.</li> <li>Use the internet to find out more about the vegetables you eat and what vegetables come from overseas.</li> </ul> <div>Parents you might like to:</div> <ul> <li>Address the problem of children NOT eating vegetables - from an historical point of view.</li> <li>Health experts state that we should eat five portions of fruit or veg. per day. What do they mean by a portion? </li> <li>Examine the differing nutritional values of the vegetables you eat at home compared to other foodstuffs.</li> <li>Experiment trying to give equal shares of a carrot, say, or of some spilt milk, or a chocolate.</li> <li>Make up a 'simmering broth pot' for you lunch. Discuss what you need to put in. Afterwards consider the value for money your meal represents.</li> <li>Consider the different ways in which vegetables are prepared - perhaps comparing them to how your parents prepared vegetables or how the continentals prepare vegetables.</li> </ul> <div>Teachers you might like to:</div> <ul> <li>Consider the traditional hot pot/broth pot - why it came into being and whether or not it would be considered hygienic nowadays.</li> <li>Explore the meaning of fairness from a probability point of view - Are normal dice fair? Is tossing a coin? Pulling a name from a hat?</li> <li>Consider a fair means of selecting a team of four from your class to take part in a quiz. What does unfair mean? What other words are used to convey this idea?</li> <li>Consider and evaluate the nutritional value of vegetables as opposed to faster forms of food - crisps (say) and/or a fizzy drink. Are some vegetables better for you than others? Why?</li> </ul> </mdoxml> 2 4 0 1 0 0 0 World of Tan 18 - Soup Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing? Information and Communications Technology Interactivities Mathematics Tools Tangram Transformations and their Properties Compound transformations Using, Applying and Reasoning about Mathematics Practical Activity Using, Applying and Reasoning about Mathematics Visualising