Too many BOYS!!!
This shows:
How to approach a fraction problem.
Learning from mistakes.
Explaining the stages.
Guess and Check
Justifying answers
How to approach a fraction problem.
Learning from mistakes.
Explaining the stages.
Guess and Check
Justifying answers
Too many boys
There were [12, 24, 48] kids in a class. ¼ of the students are girls. How many are boys and how many are girls?
The big ideas remain the same as previous questions so I have not re-included them.
Note: There is the opportunity for kids to do some proportion thinking here as well. Eg, if they work out 1/4 of 12 is 3 - they can work out 1/4 of 24 and 48 by proportionally adjusting it. Double for 24 and quadruple for 48.
The big ideas remain the same as previous questions so I have not re-included them.
Note: There is the opportunity for kids to do some proportion thinking here as well. Eg, if they work out 1/4 of 12 is 3 - they can work out 1/4 of 24 and 48 by proportionally adjusting it. Double for 24 and quadruple for 48.
These were the questions that I found myself asking most often as I was wandering around the classroom:
What does the bottom number mean? Where can I see that in your work?
Which part shows me how many girls there are?
Which part shows me how many boys there are?
How many girls are there?
What fraction of girls are there?
How many boys are there?
What fraction of boys are there?
What does the bottom number mean? Where can I see that in your work?
Which part shows me how many girls there are?
Which part shows me how many boys there are?
How many girls are there?
What fraction of girls are there?
How many boys are there?
What fraction of boys are there?
Selected student progression
Chose this because it was a good example of moro method and use of basic facts to solve the problem:
Chose this because it was the next size up in number and they had clearly set out how they checked their total with a nice PV strategy. When one of the students asked them what basic facts they used to solve the problem they were able to clearly articulate for the class.
This was the final bit of work that I decided to sequence. Even though they had used the smallest number that had made connection between add/mult/div. The division is wrong - it should be 12/4=3 but I did not focus on this. I focused on the multiplication which was just off the picture which was 4x3=12 and linked it to the repeated addition and the two models that they used