Task Teacher Guide

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On Day 1, students were introduced to the context of Lucia’s birthday scavenger hunt. In the math talk, you will continue to explore the idea of relative thinking through multiplicative comparison. For the task, you will provide students with more precise quantities and they will work to refine their graphical representations.

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The following big ideas will be reinforce and emerged through today’s lesson:

• One quantity can be described relative to another.
• There are different categories of data (i.e. categorical, numerical, continuous). The category should help determine how the data is represented.
• Value bars and other graphical representations can be used to show relations.
• There are different types of scales used in graphical representations and two different scale types can be used in a single graph (i.e. nominal and interval).
• A second dimension in a graphical representation can be used to quantify.
• Intervals on a scale can be unitized to represent larger quantities.

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Math Talk

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Ask students to compare the following quantities. Students might use spatial, absolute and relative language to compare. All answers should be valued. Challenge them to compare small to large as well as large to small. Consider this math talk as an opportunity to encourage students to use relative thinking. Models would be helpful for students to see the relationship. Consider an area/bar model.

1. 25 g and 100 g2. 6 feet and 8 feet3. 30 cm and 90 cm4. 1 chocolate bar and 1 ½ chocolate bars

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Here’s a quick math talk walk through video to help you build your comfort prior to delivering this math talk.

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Spark

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Explain to students:

You will remember that yesterday we explored the quantity of candy collected by each person who participated in Lucia’s scavenger hunt. Yesterday you created a visual graphical representation to compare the amount that each person collected relative to other participants.

Let’s have a look to see how many candies Lucia actually collected.

Show students the following video:

Note that the above video uses skip counting by 2s to count Lucia’s candies without a counter to encourage choral counting.

Think that your class either needs the counter on the screen and/or would benefit from counting by 3s, or 5s?

You could show any of these as alternatives:

• By 2s with a counter
• By 3s without a counter
• By 3s with a counter
• By 5s without a counter

Give students an opportunity to reflect on their estimates and share with a neighbour. Consider doing a “1, 2, 3, CLAP!” to celebrate those who were close on their estimates (or exact).

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Here’s a quick math talk walk through video to help you build your comfort prior to delivering the Spark section of this lesson.

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Sense Making

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Now that students are aware of how much candy Lucia collected, we can ask students to determine approximately how many candies each of her friends collected based on the information from day 1.

Recall the information shared on day 1:

• Chin collected about twice as much candy as Lucia.
• James collected about 1 ½ times as much candy as Lucia, and ¾ as much as Chin.
• Savannah collected about 1/3 as much as James.
• Marquis collected about 1 and 1/3 as much as James.
• Haider collected about three times as much as Savannah.

With this information, students created concrete and/or visual representations of this information with some students likely creating a bar graph or similar.

The prompt we will ask students is:

Lucia collected 43 candies.

About how many candies did each of Lucia’s friends collect at the party?

Convince your math community.

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During Moves

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[accordion-item title=”Student Approach #1: Concrete Materials with Relational Rods”]

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[accordion-item title=”Student Approach #2: Bar Graph”]

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[accordion-item title=”Student Approach #3: Bar Graph Using a Spreadsheet”]

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Next Moves

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[accordion-item title=”Walk Through Video”]

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Extend

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[accordion-item title=”Extend Consolidation”]

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Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

Consolidation Prompt #1:

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Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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Resources and Downloads

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.