The Blake School Workshop 5 November 2013
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Transcript of The Blake School Workshop 5 November 2013
Lesson Planning
with anchor task and problem solving
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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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Learning Outcome
Task Anticipated
Responses
Teacher Action Notes
Approaching
Expectations
Support
Meeting
Expectations
Exceeding
Expectations
Enrichment
Guided Practice
Tasks
Independent Practice
Tasks (if any)
Conclusion
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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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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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.
Provide students with paper strips
to build the model.
Group learning with a
lot of interaction.
Board writing
Students documenting
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Students documenting
Students documenting
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Source | Math in Focus Course 1A Page 187
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Anchor Task
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Lesson Outcome | Students are able to compare quantities in part-
whole 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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