An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
YOU SHOULD PUT IT IN YOUR OWN WORDS THOUGH <3
Two steps by inspection 1 qt = 0.25 gallons, 13.6 g/mL = 13.6 kg/L
0.25 gallon x 3.785411784 L/gallon x 13.6 kg/L x 1 lb/0.45359237 kg = 28.374 lb.
Hope this Helps!
The exponential is 3.007 times 10 to the -5
