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with anchor task and problem solving
Critical Questions in Planning a Lesson
What do I want students to learn?
How do I know?
What if they cannot learn it?
What if they already learnt it?
Tasks (if any)
1. Use textbook anchor task
2. Use the structure but change the
3. Use own anchor task to replace
textbook anchor task
In this session, we see examples of the
Ask students what quantity could the 4,670 be.
Using one discrete quantity that they suggest, present
Together, A, B and C have 4,670.
B has 3 times as much as A
B has 316 less than C.
Provide students with paper strips to build the
Provide students with paper strips
to build the model.
Group learning with a
lot of interaction.
Lesson Outcome | Students are able to compare quantities in partwhole situations using percent.
Anchor Task |
• In the experimental stage of
designing a machine, 43 out of
50 items manufactured were
rejects. Later, 72 out of 100
items were rejects.
• Currently, 240 out of the 2000
items manufactured are rejects.
Is it getting from bad to worse?