Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm

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  • 6.-Averaging-it-out-(TES).pptx
  • Averaging-it-out.xlsx

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  • 4
    user avatarsupertec2 years agoreport

    I look forwards to using it in the class. thanks

  • 5Recommended

    A wonderful example of a rich task which can be student led. Thanks for sharing!

  • 5Recommended
    user avatarTES_Maths3 years agoreport

    How is the “limiting value” related to the original 3 numbers?

    Which 3 numbers give you a “nice” limiting value?

    Does the order of the 3 numbers matter?

    Is there a pattern in the limiting value if the original 3 numbers are consecutive?

    How about if they are in a sequence?

    How about if some of the numbers are the same?

    What about square numbers, Fibonacci numbers, etc ?...

    Can you convince people using algebra?

    Try starting with 2 numbers

    Or 4

    Or 5

    Try drawing a graph of each of the values
    Which graphs oscillate?
    Which graphs approach like a staircase?