![Page 1: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/1.jpg)
Plenary 3
![Page 2: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/2.jpg)
• Work in pairs.
• Use the provided materials to solve the following problem:
Student Travellers
![Page 3: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/3.jpg)
90 students in a school have gone to at least two other provinces.
If this represents 24% of the students in the school, how many students are in the school?
Student Travellers
![Page 4: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/4.jpg)
• What obstacles might students experience in solving this?
• Would those obstacles still exist if the percent were 50 instead of 24?
Anticipating problems
![Page 5: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/5.jpg)
Parallel Tasks• What they are
• Why we use them
![Page 6: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/6.jpg)
Example 1
![Page 7: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/7.jpg)
Example 1Common Questions:
• Could your number have been 3? 4?
• How did you decide what numbers to try?
• How did you solve the problem?
• Would there have been more answers if we hadn’t limited the number of markers?
• How would you find those more answers?
![Page 8: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/8.jpg)
Example 1Scaffolding Questions:
• Here are some markers. How would you show that there is 1 [or are 2] left over when you make groups of 3?
• How do you know there were more than 4 markers?
• Are there other numbers you could eliminate?
![Page 9: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/9.jpg)
Example 2Choice 1:
• Two fractions are equivalent. If you add the numerators, the result is 22 less than if you add the denominators. Draw pictures of the two fractions.
Choice 2:
• Draw a picture to show two equivalent fractions for .
2
8
![Page 10: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/10.jpg)
Example 2Common questions:
• Could one of your fractions be represented as ?
• Could one of your fractions be ?
• Do your pictures prove your fractions are equivalent? How would you change them so they do?
• What were your fractions?
1
4
1
2
![Page 11: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/11.jpg)
Example 2Scaffolding questions:
• How do you know the fractions are less than 1?
• What makes fractions equivalent?
• Suppose you have a picture of one fraction. How can you change the picture to get an equivalent fraction?
![Page 12: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/12.jpg)
Example 3
![Page 13: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/13.jpg)
Example 3 Common questions:
• Could you have predicted whether or not the person was more than a year old? Explain.
• What facts did you need to use to help you solve the problem?
• Did you estimate or calculate? How?
• About how far off do you think your estimate is? Why?
![Page 14: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/14.jpg)
Example 3 Scaffolding questions:
• How many days are in a year?
• To estimate, would you change the 1000 or the 365? Why?
• Would it help to figure out how many hours are in a week or not?
• Would it help to figure out how many seconds are in a month or not?
![Page 15: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/15.jpg)
Example 4
![Page 16: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/16.jpg)
Example 4 Common questions:
• Is the second number greater or less than the first one? How did you decide?
• Is there more than one answer? How do you know? How far apart are they?
• What strategy did you use?
• How else could you compare the two numbers?
![Page 17: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/17.jpg)
Example 4 Scaffolding questions:
• How else can you think of 80%? 150%?
• How do you know that the second number can’t be 50?
• What picture could you draw to help you?
• What’s the least the second number could be? How do you know?
![Page 18: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/18.jpg)
Example 5 Choice 1:
• 500 mL of Brand A juice costs $2.29, but 620 mL of Brand B juice costs $2.69. Which is a better buy?
Choice 2:
• 500 mL of Brand A juice costs $2.49, but 750 mL of Brand B juice costs $3.29. Which is a better buy?
![Page 19: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/19.jpg)
Example 5 Common questions:
• Why does it make sense that the price for Brand B isn’t a whole lot higher than it is?
• Did you need to calculate exactly or could you estimate to decide which was a better buy?
• Did you figure out the unit price to decide which was a better buy? Did you need to?
• How did you solve the problem?
![Page 20: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/20.jpg)
Example 5 Scaffolding questions:
• How does 620 (or 750) compare to 500? How is that information useful?
• About how much does 100 mL of Brand A cost? How is that information useful to you?
• How could a diagram help you solve the problem?
![Page 21: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/21.jpg)
Example 6 Choice 1:
• Two variables are almost proportional. What might the relationship be? How do you know?
Choice 2:
• Two variables are almost inversely proportional. What might the relationship be? How do you know?
![Page 22: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/22.jpg)
Example 6 Common Questions:
• What relationship did you think about first? Why?
• Did you use that first relationship? Why not?
• How did you interpret “almost”?
• What did you notice about your graph?
![Page 23: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/23.jpg)
Example 6 Scaffolding Questions:
• What does “variable” mean?
• What sort of answer do you need?
• What does proportional mean?
• If x gets bigger, what happens to y? Why?
• How could a graph help?
![Page 24: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/24.jpg)
Assessment of Learning• What role might parallel tasks play in
assessment of learning situations?
![Page 25: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/25.jpg)
Creating common questions• Choose either PJ, JI or IS sets of
parallel tasks with which to work.
• In a small group or with a partner, create at least 3 or 4 common questions and a few scaffolding questions.
![Page 26: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/26.jpg)
What were the challenges?• What were your challenges in
creating your common questions?
• Did your scaffolding questions do the thinking for the students or just lead them there?
![Page 27: Plenary 3. Work in pairs. Use the provided materials to solve the following problem: Student Travellers](https://reader030.vdocument.in/reader030/viewer/2022032517/56649c935503460f9494e5cb/html5/thumbnails/27.jpg)
Let’s consolidate• With a partner, tell how you would
respond to a colleague who says:
• You can’t use parallel tasks since you have to stick to the curriculum expectations.