This document discusses lesson planning using anchor tasks and problem solving. It provides examples of anchor tasks that present quantitative problems for students to solve. The document outlines critical questions for lesson planning, learning outcomes, anticipated student responses and teacher actions. It also provides notes on different approaches for using anchor tasks and examples of setting up anchor tasks to compare quantities in part-whole situations using percentages.

1. Lesson Planning
with anchor task and problem solving
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2. 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?
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3. Learning Outcome
Task
Anticipated
Responses
Teacher Action
Approaching
Expectations
Support
Meeting
Expectations
Exceeding
Expectations
Guided Practice
Tasks
Independent Practice
Tasks (if any)
Conclusion
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Enrichment
Notes

4. Approaches
1. Use textbook anchor task
2. Use the structure but change the
context
3. Use own anchor task to replace
textbook anchor task
In this session, we see examples of the
second approach.
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5. Anchor Task|
Ask students what quantity could the 4,670 be.
Using one discrete quantity that they suggest, present
the problem.
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6. Anchor Task|
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
model.

7. Provide students with paper strips
to build the model.
Group learning with a
lot of interaction.

8. Board writing

9. Students documenting

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11. Students documenting

12. Students documenting

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16. Source | Math in Focus Course 1A Page 187
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17. Anchor Task
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18. 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?

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