Eating Worms
i_ate_¼_of_a_worm.docx | |
File Size: | 278 kb |
File Type: | docx |
Here is a video of a similarly structured lesson.
Questions:
Teacher Guided Questions:
Collaborative Question:
- There were two worms sharing a worm that was 9 blocks long. One was fat. One was skinny. The fat one ate 2/3 of the worm. The Skinny one ate 1/3 pf the worm. How many blocks did they each eat.
- There were 12 apples. Mr Riley ate 3/4 and Charlie at 1/4. Show how much they each ate.
Collaborative Question:
- I ate ¼ of a worm. That ¼ was 4 blocks long. How long was the entire worm?
Big IdeasMain Ones:
Secondary Ones:
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Prompt/Questions to expected responsesDid I eat the entire worm? How much did I eat? Can you draw what I ate? How much more of the worm is there?
What does the bottom number mean? Where can I see the "groups" in what you have done? How many in each "group"? What does the top number mean? What does the story tell you? Where can I see the "1" in your working out? Where can I see the "4" in your working out? Moro/Pie - tell me about what you have drawn? Why are there 4 boxes? |
Levels
Student Responses
There is not a huge "range" in the responses below - but I selected each because they had a element of something I wanted to capture.
I selected this one because they had included the answer in the sentence. This is something I want the kids to do more. A few times a group might have done a page of working out, and be right, but when I ask - "so what is the answer to the question?" I get blank stares.
I chose the group below to share when you can really clearly see the guess and check method at work (with the crossed out threes). We where also coming off the subtraction unit where we had used numbers lines a lot and it was nice to see the group transferring some knowledge.
None of the groups had attempted to describe their work with multiplication. But I did some work with this group at the end to try and link what they had done to their understanding of times tables.