- Learning goals
- Break
- Student questions
- Criterion C and D information
- Criterion C and D practice
- Real-life homework question

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Slide 1: **Tekstslide**

WiskundeMiddelbare schoolvwoLeerjaar 2

In deze les zitten **17 slides**, met **interactieve quiz** en **tekstslides**.

- Learning goals
- Break
- Student questions
- Criterion C and D information
- Criterion C and D practice
- Real-life homework question

- Communicate my answers effectively
- Apply Mathematics in real-life context

Give one word to describe your break?

(Can be in your native language)

(Can be in your native language)

Bob has 150 candy canes. If he gives 2% of it to each of his 4 friends, how much does he have left?

Adam bought 20 Christmas trees over the holidays for his store. It costed €1 761.

13% of them are fake trees. How much is spent on fake tress?

Bob has 150 candy canes. If he gives 2% of it to each of his 4 friends, how much does he have left?

138 candy canes

Adam bought 20 Christmas trees over the holidays for his store. It costed €1 761.

13% of them are fake trees. How much is spent on fake tress?

13% of 20 = 2.6 trees

Investigation C/D

Criterion C: Communication

Criterion D: Real life context

Part 1: Complete at home (you will get a week) (January 11)

Part 2: Complete in class (January 18)

Topics: Decimals, Fractions and Percentages

Investigation C Criteria

1. Mathematical language:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

Investigation C Criteria

1. Mathematical language:

2. Different forms of mathematical representation:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

Investigation C Criteria

1. Mathematical language:

2. Different forms of mathematical representation:

3. Communication is clear and complete:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

3. If someone who knows nothing about Math would read your answer, would they understand?

Investigation C Criteria

1. Mathematical language:

2. Different forms of mathematical representation:

3. Communication is clear and complete:

4. Your diagrams/tables/calculations/etc. are organized and neat:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

3. If someone who knows nothing about Math would read your answer, would they understand?

4. You have a clear beginning, middle and end/conclusion.

Try to do no scratching in the middle of your answer.

Investigation D Criteria

1. Identify elements of real-life situations.

1. What do I need from the context to solve the problem?

Investigation D Criteria

1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

Investigation D Criteria

1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer.

Investigation D Criteria

1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

4. Describe/explain the degree of accuracy

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer.

4. How close is your final answer to the correct solution? Rounding, estimating, etc.

Investigation D Criteria

1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

4. Describe/explain the degree of accuracy

5. Describe/discuss/explain if a solution makes sense in the real life context

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer.

4. How close is your final answer to the correct solution? Rounding, estimating, etc.

5. Does my final conclusion/solution actually make sense?

Ex: Final answer is that there are 526.34 people in the world.

Criterion C/D practice

Criterion C practice: Work together in duo's.

Criterion D practice: Work on it by yourself, let your work be checked by your neighbour!

Create your own real-life homework question regarding Decimals

- The question must come from a real-life context, the more complex the context the better.

- You must provide the working out and solution to your questions as well.

- Best questions will appear in tomorrow's lesson