is no the strategy you would use. an appropriate strategy? remainder meaning of Demonstrate how Do students apply the word reasonable your answer is multiplication and/or division ‘cognition’ Another student must complete your appropriately to their Display the title of problem without assistance problem-solving? the and examine Do they demonstrate an the associated understanding of equal questions that focus groups? Repeated addition? on what Are they able to identify and metacognition is apply appropriate calculations and how it could from selected information? help when solving problems. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG085 Ten Green Bottles Students can find Brainstorm student Use a number line to show your FISH problem solving If the first bottle fell at ten past it difficult to knowledge about working out 1. Ben’s cricket game kit and using the five in the morning (5.10 a.m.) conceptualise the time. started at 11:52 am and ended at correct and the others fell down at 5 ●large teacher clock progression of 4:11pm. How long did it take before a operation for time on a round team was declared a winner? minute intervals, what would converting the time be when the last ●small individual clock face or with units of time bottle fell down? digital clacks. Use two different methods to work clocks (class set) out 2. What is the elapsed time from Unwinding the ACMMG086 4.4.10 ●number line (teacher clock to a straight 11:30am to 11:35pm am and Units of and student) line provide a pm notation Time different and solve perspective on simple time how to show the problems progress of time and reinforce understanding of key concepts.
is no remainder the meaning of the word ‘cognition’ Display the title of the and examine the associated questions that focus on what metacognition is and how it could help when solving problems. strategy you would use. Demonstrate how reasonable your answer is Another student must complete your problem without assistance an appropriate strategy? Do students apply multiplication and/or division appropriately to their problem-solving? Do they demonstrate an understanding of equal groups? Repeated addition? Are they able to identify and apply appropriate calculations from selected information? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.10 Units of Time ACMMG085 and using the correct operation for converting units of time ACMMG086 am and pm notation and solve simple time problems Students can find it difficult to conceptualise the progression of time on a round clock face or with digital clacks. Unwinding the clock to a straight line provide a different perspective on how to show the progress of time and reinforce understanding of key concepts. Brainstorm student knowledge about time. Use a number line to show your working out 1. Ben’s cricket game started at 11:52 am and ended at 4:11pm. How long did it take before a team was declared a winner? Use two different methods to work out 2. What is the elapsed time from 11:30am to 11:35pm Ten Green Bottles If the first bottle fell at ten past five in the morning (5.10 a.m.) and the others fell down at 5 minute intervals, what would the time be when the last bottle fell down? FISH problem solving kit ●large teacher clock ●small individual clocks (class set) ●number line (teacher and student)
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