Task Teacher Guide
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In This Task…
In today’s piggy bank scenario, we will compare the value of coins in two separate piggy banks relative to the cost of one pack of Pokemon cards using comparison subtraction. As an additional level of complexity, we will have to adjust the value of one piggy bank due to an I.O.U. (i.e.: “I owe you”) situation.
Intentionality…
In this task, students will compare decimal values using comparison subtraction. An I.O.U. (i.e.: “I owe you”) will be added to one piggy bank to introduce the idea of adding a negative value. Students will once again be encouraged to compare the values using a linear model. This model will once again expose the relationship between decimals and fractions as students are required to partition the linear model.
All tasks within this unit are intended to be completed without the use of a calculator to support reasoning and thinking.
Some of the big ideas that may emerge through this task include:
- Fractions can be represented in a variety of ways;
- Fractions (and their decimal representation) represent values relative to a whole (for example, one whole dollar);
- Quantities represented as a decimal are fractions limited to base ten denominators (i.e.: tenths, hundredths, thousandths, etc.);
- Standard representation of coin values are expressed as decimal hundredths;
- Subtraction can mean difference and is used to compare two quantities;
- Removal subtraction of a positive value or adding the negative of that same value has the same result, i.e., 6 – 2 = 6 + (-2).
Spark
What Do You Notice? What Do You Wonder?
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Estimation: Prompt
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While Students Are Estimating…
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Estimation Reveal
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Sense Making
Crafting A Productive Struggle: Prompt
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During Moves
While Students Are Productively Struggling…
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Student Approach #1: Bar Model w/ Partial Sums Over Addition
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Student Approach #2: Number Line w/ Partial Sums Over Subtraction
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Next Moves
Consolidation
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Reveal
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Reflect
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Resources and Downloads
Lesson Tip Sheet
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Videos & Images
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PowerPoint Slides
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Printable Handout
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Explore The Entire Unit of Study
This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.
Click the links at the top of this task to head to the other related lessons created for this unit of study.
What Do You Notice? What Do You Wonder?
Spark Image
Estimation: Prompt
How much money does Youssef have to spend?
How much money does William have to spend?
Make an estimate for each.
Use an equation to represent Youssef’s deposits and another to represent William’s deposits.
Estimation: Image
Estimate: Canadian Reveal Video
Estimate: Canadian Reveal Image
Estimate: United States Reveal Video
Estimate: United States Reveal Image
Consolidation Prompt #1
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Consolidation Prompt #2
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Download Editable/Printable Handout
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