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School Name: Van Gorder ElementaryTeacher Name: Katie PenneyDate: 2/25/14Period/Time: 10:00am 11:00 amRoom Number: M-3Grade Level: Third Grade Demographics of the Class: 23 students ( 13 boys/10 girls); SPED students-8%; RTI students - 13%; Gifted and Talented students 0%; and Caucasian students 79%, Hispanic students 4%, Asian students 4%, and Multiracial students 13%
CCSS Math Standard:
3.OA.A.3 Represent and solve problems involving multiplication and division: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Aspects of rigor called for by the standard being addressed in this lesson:
Application primary
Conceptual Understanding secondary
Lesson Plan
Materials:
Spiral Notebooks
Math tools: Base Ten blocks, counters, etc.
Story problem for Student Math Journals
Learning Goals:
To persevere in solving math problem involving finding equal groups.
To use drawings, equations, and/or math tools to solve math problems that involve finding equal groups.
To use precise mathematical vocabulary such as factors, product, and array while justifying answers in math solutions.
To justify answers in math solutions.
Student Objectives:
To identify as many different combinations as possible using a method of choice to assist a student in solving the problem. (e.g., arrays, counters, pictures, etc.)
To use drawing, equations, and/or math tools to solve math problems that involve equal groups.
To engage in a partner, small group, and whole class discussion explaining and justifying students math thinking.
Problem to Solve:
Mrs. Moores class wants to go on a field trip. The class can earn money by running the school store. The students can earn $17 each week if they run the store. How much money can the class earn in 6 weeks?
Lesson:
Begin the lesson with discussing the following with students:
We have been working on persevering in solving math problems.
Today we will be working on a specific problem with the expectation that you will persevere and also be able to explain your thinking in the process.
Our learning goal is to: (written on the board)
To identify as many different combinations as possible using a method of choice to assist a student in solving the problem
To use drawings, equations, and/or math tools to solve math problems that involve finding equal groups.
To justify answers in math solutions.
You will be asked to record your thinking and reasoning in your Math Journal.
Pose the problem to the class:
Mrs. Moores class wants to go on a field trip. The class can earn money by running the school store. The students can earn $17 each week if they run the store. How much money can the class earn in 6 weeks?
As students begin solving the problem, direct students to the problem that has been placed in their Math Journal.
While students work through the problem, walk around the room to observe student thinking and problem solving.
Once students have begun problem solving, ask individual students to explain his/her thinking to you.
Look for math tool (student choice) for solving, persevering to find all the different combinations to solve the problem, and/or student thinking and reasoning.
Discussion of Solutions and Strategies:
Invite different students to present their solutions and/or strategies to the problem.
As a student presents, open class to a Whole Class Discussion to ask questions for clarification, understanding, and/or extensions to a solution/strategy.
Present patterns to solutions and discuss with the class.
Look for levels in problem representation and solution (as stated in the Progression Documents):
Level 1: Making and counting all quantities in multiplication and division with objects or a diagram. Student uses either the objects or diagram to explain thinking. This would include arrays and counting of objects.
Level 2: Repeated counting on by a given number, such as 6, 12, 18, 24, etc. Student counts by sixes and tracks how many sixes are used.
Level 3: Use of the associative or distributive property to compose and decompose numbers in finding a solution. For example: 6 x 17= (6x10) + (6x7). Students may decompose a product they do not know to one that they do know and then build from there.
Review the learning goal:
Ask: What was the first step you took in solving this problem of finding equal groups? Have student partner share and then call on one/two students to share.
Ask: Give an example of how you persevered when finding as many equal groups possible? Students will share with a partner and one/two will share with whole class.
Ask: What helped you persevere? Select a few students to share.
Ask: Describe one or two things you learned from another persons justification. Have students share with a partner and ask a few students to share with whole class.
Ask: Was a solution or strategy presented today that you had not thought about using that you might use the next time you will find equal groups?
Have those students share their thinking.
Highlight a few moments from the lesson that I observed students either persevering or using a solution/strategy.
Closing:
As a class, we will continue to find equal groups in real world problems and I encourage you to build upon your knowledge from your work today to help you with future problems.
Core Action Indicators:
Core Action 1: Ensure the work in the lesson reflects the shifts required by the CCSS for Mathematics is being addressed in this lesson.
Core Action 2: Employ instructional practices that allow students to master the content of the lesson is the main focus of this lesson.
Indicators A, B, C, and D are addressed.
Indicator E - checking will occur throughout the lesson with intervening as needed.
Indicator F will be highlighted throughout the session with emphasis on summarizing at the end during Whole Class Discussions.
Core Action 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson.
Indicator A will be the goal throughout the lesson.
Indicator B has been a goal throughout the school year. We have been using Accountable Talks stems to help students critique the math and not the student. I have also incorporated Talk Moves into our classroom discussion.
Indicator C continues to be another goal throughout the year. Students will use Accountable Talk stems to discuss and ask questions about each others thinking.
Indicator D is another goal throughout the year. This will be led by the students throughout the lesson.
Indicator E will be led by students. They will choose a variety of math tool options to use based on their comfort level in using and explaining. Math tools have been introduced to students in explicit lessons to help them choose which tool can help.
Indicator F will be evident as I am walking around the room observing student thinking and problem solving.
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