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?



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.


Anchor Task| Ask students what quantity could the 4,670 be.

Using one discrete quantity that they suggest, present

the problem.


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

Source | Math in Focus Course 1A Page 187


Anchor Task


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?

the blake school workshop 5 november 2013

Education

textbook anchor task

lesson outcome students

lesson planning

paper strips

group learning

discrete quantity

focus course

partwhole situations