As we progress with DMIC, the students are getting more and more confident in the way they present to each other about how they got their answers.
Today our question was
"Two groups of friends are sharing chocolate bars. Each group wants to share the chocolate bars fairly so every person gets the same amount and no chocolate remains.In the first group of friends, four students receive three chocolate bars. How much chocolate did each person get in the first group?In the second group of friends, eight students are given six chocolate bars. How much chocolate did each person get? Which group of students got more chocolate?"
Students worked in groups of 3 or 4 (4 per group is the norm, but some students were away) to solve their problem.
Group 2's explanation
Today our question was
"Two groups of friends are sharing chocolate bars. Each group wants to share the chocolate bars fairly so every person gets the same amount and no chocolate remains.In the first group of friends, four students receive three chocolate bars. How much chocolate did each person get in the first group?In the second group of friends, eight students are given six chocolate bars. How much chocolate did each person get? Which group of students got more chocolate?"
Students worked in groups of 3 or 4 (4 per group is the norm, but some students were away) to solve their problem.
Group 2's explanation 
The two halves of the class then swapped. The second half of the class had the same question.
I loved the discussion we had about all the groups different answers.
One group had 3/4 and 6/8 (but didn't realise those are the same thing), the second group had 3/4 and 1/2+1/4, and the third group had 3/4 and 6/4. We spent a while going through each answer and trying to connect them to each other...
Explaining that 3/4 and 6/8 are the same thing..
Explaining how 1/2 and 1/4 is actually the same as 3/4.
No comments:
Post a Comment
Thank you for leaving me feedback!