Plenary 2A Grade 5 expectation: Describe multiplicative relationships between quantities by using simple fractions and decimals (e.g. If you have 4 plums and I have 6 plums, I can say that I have 1 or 1.5 times as many plums as you have.) What does it mean? Describe multiplicative relationships between quantities by using simple fractions and decimals You want to know if your students have met this expectation. What, specifically, would you do? What does it mean? Related big idea Lesson goal Consolidating question What characteristics are we looking for? -It is curriculum specific. -It is assessable. -It is usually, and definitely for CAMPPP, rooted in conceptual understanding. Creating lesson goals -It is usually, and definitely for CAMPPP is, filtered through a big idea. -You have thought about why its worth teaching and that infuses your lesson. Creating lesson goals Grade 7 expectation Demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units Big Idea Lesson goal Consolidating question Grade 2 expectatio n Locate whole numbers to 100 on a number line and on a partial number line (e.g. locate 37 on a partial number line that goes from 34 to 41) Big Idea Lesson goal Consolidating question Grade 9 expectation Solve for the unknown value in a proportion, using a variety of methods (e.g. concrete materials, algebraic reasoning, equivalent ratios, constant of proportionality) Big Idea Lesson goal Consolidating question What do you think? Here are two possible consolidation questions for a lesson with the learning goal: Students will recognize which representation: fraction, decimal or percent, is more useful in which situation. The intent is to highlight BIN 3. Your choices Choice 1: Complete this chart. FractionDecimalPercent Your choices Choice 2: You are asked to calculate 25% of How would you do it? Would you calculate 40% in a similar way or not? Your choices You are teaching a lesson with the learning goal: Students will be able to compare fractions by either comparing them directly or using benchmarks. Which consolidating question best suits the goal? Your choices Choice 1: Agree or disagree: the best way to compare the fractions and is to draw a picture. Choice 2: Which is greater: or. How do you know ? Choosing consolidation questions Based on the expectations given, think about what lesson goal you might choose that is based on a big idea. Choosing consolidation questions Decide which of the distributed questions are good for consolidation and which are not so good. Choosing consolidation questions Criteria: -Bring out a big idea -Assess some useful aspect of a relevant expectation -Relate to proportional thinking Lets consolidate A teacher wants to focus a lesson on solving problems involving the calculation of a unit rate. What big idea would you use as a filter? Why? What would your goal and consolidating question be for that lesson?