Winter is Coming
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Teacher Guided Question:
- There were 12 kids in a pool. 1/3 were being watched my a lifeguard. How many were not being watched properly?
- There were 12 kids in the class. 1/4 where boys. How many were boys.
Collaborative Questions:
- I have [12, 33, 99] trees in my back yard. Winter is coming. I cut down one third. How many trees are left?
Warm Up
Students are given a scrap of paper and draw a circle on it. Ask a question and they attempt to answer it using just their head. They can't change this answer. Then then prove or check their work on the rest of the scrap. For example for fractions they might draw the moro or pie method.
The discussion should focus on - who got it wrong in their head? Why did you get it wrong? What did you fix up? What will you do differently next time.
The discussion should focus on - who got it wrong in their head? Why did you get it wrong? What did you fix up? What will you do differently next time.
Big Ideas
- Meaning of the bottom number
- Meaning of the top number
Secondary Ones:
- Finding fractions of a set
- Finding a set from a fraction
- Representing Fractions on paper
- Moro and Pie method
- Overview of fraction thinking so students can asses own work- s4/5/6
- Strategy for Stage 5 thinking (Repeated Addition - guess and check)
Stages
Sequenced Responses
Selected this for two reasons. First, that it was an example of stage 4 thinking. Drawing out all the materials and grouping them. I wanted to make sure the kids thought of this kind of drawing as the same way as doing it with counters (stage 4). Second, They started with four groups (did not read/fully understand the question. After questioning from me about what the bottom number meat and where I could see it in their picture they changed the answer to three groups (beginning the guess and check).
Chose this for two reasons. First, their "stuff up" at the top where they guessed 3 in each group and had four groups. The discussions focused on "How did you know you were wrong?" "What did you have to change?" And second, their use of numbers (basic facts) in their moro bar (which was a step up from drawing the trees).
This was the third example that was chosen to be sequenced and discussed. It was the most advanced because they had used their timetables to describe it. But we could also have a discussion about the 3x4=12 and the 4x3=12 and which was correct for the question. Communicative Property teaches that order does not matter but when you are answering or describing a specific situation it does.