Rotten Apples
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There were some apples in a bag. ¼ were rotten. How many apples might have been in the bag? And how many of them would be rotten?
The video is a 2014 version of a very similar lesson with a group of 10 year 3's who were in danger of not meeting the national standard. 2015 - I did the lesson whole class with students working in groups of 2-3.
The lesson was:
The video is a 2014 version of a very similar lesson with a group of 10 year 3's who were in danger of not meeting the national standard. 2015 - I did the lesson whole class with students working in groups of 2-3.
The lesson was:
- 15 min warm up which consisted of some skip counting and followed by two groups working at different levels of their choosing on some fractions questions. And a short talk from me to introduce the problem.
- 40 min on the task (was only hoping for 30)
- 15 min class discussion after lunch (because the task ran long)
SC (change for the open ended question)
I really wanted to them to generate multiple solutions so I used.
1-2 solutions: OK
2-3 solutions: Good
3+ solutions: Great
3+ in a table: EPIC
1-2 solutions: OK
2-3 solutions: Good
3+ solutions: Great
3+ in a table: EPIC
Prompts I found helpful during the lesson:
How many apples might be in the bag?
How would you draw that to check? What methods what we talked about?
What strategy that we have talked about are you using there?
Where can I see the rotten apples in your working?
Where can I see the good apples in that picture?
For the two groups really stuck - directive - there are 8 apples in the bag...
What does a stage 5 do for fractions?
What does the bottom number tell you? Where can I see that in your work?
How would you draw that to check? What methods what we talked about?
What strategy that we have talked about are you using there?
Where can I see the rotten apples in your working?
Where can I see the good apples in that picture?
For the two groups really stuck - directive - there are 8 apples in the bag...
What does a stage 5 do for fractions?
What does the bottom number tell you? Where can I see that in your work?
Sequence
I had to work quite hard with this group to get them here but I chose them because it was an example of stage 4 and I wanted to give some of the less confident kids in the class (who were in the group) a change to speak.
Chose this as a good example of a stage 5 and also because they had tried to use the time table 5x4 to describe their answer. Class discussion about why this was wrong.
Chose this as they were moving towards stage 6 and because the they also had recorded their multiplication wrong.
Chose this to really show off the power of the table! We didn't unpack any of the things on it.