Development draft · local review needed

Day 14 · Which denominator does the headline hide? · AC9M10ST01…Year 10 Inquiry · T1 W3–4 · Day 14 lesson

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Year 10 / Integrated / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Fresh learner checks · Aids and text routes.

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

35 = 3 + 7 + 12 + 8 + 5. Goal: audit promotional Source C with source-bound fractions.

0–3: Read C's large claim and small line once, then ask “Nearly two-thirds of which paper tiles?”
3–10: Model selected 23/36≈63.9%; complete 25/48≈52.1%. Both arithmetic statements have different reference groups. Even the complete rate does not establish public suitability.
10–22: Learners locate the omitted Solid row, identify who authored C and B (same team), and rewrite the headline for all paper mock-ups. They annotate the first-glance versus small-print difference.
22–30: Routes: place 36 and 48 denominator frames around counters; mark large/small wording on a high-contrast print; dictate a source / calculation / omission / limit audit. Peers check that each percentage names its group.
30–35: Exit: “Can 23/36 be called a figure for all 48?” Key: no. Move: if learners call C simply false, preserve its correct subgroup arithmetic while correcting scope.

Alternate domain: Imaginary costume pattern proof sheets. Optional/home: write a scoped headline for a fictional subgroup.

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