Thursday-
*Mini lesson focus: Mental strategies- subtraction strategies (minus 0=the number; number minus itself=0 -CC)
Main Target: The students will be able to use the minus zero and number minus itself strategies.
Sub targets: The student will be able to identify sides of a shape.
The students will be able to tell time to the five minute.
Lesson: The teacher will review the two strategies that we have been working on this week.
Previewing-
Teacher Prompt: “Using your plickers choose the correct answer.” “What is the answer when you take a number minus zero?”
Teacher Action: Scan the Plicker cards to record the responses from the students, looking to see which students chose ‘the same number.’
Student evidence: Students choose ‘the same number’ as their answer.
Teacher Prompt: “Using your plickers choose the correct answer.” “What is the answer when you take a number minus itself?”
Teacher Action: Scan the Plicker cards to record the responses from the students, looking to see which students chose ‘zero’.
Student evidence: Students choose ‘zero’ as their answer.
*IP: Students practice in small groups at stations (processing/organize students/monitoring/elaborate (“why did you use this strategy”)
The students split into small, ability based groups to complete a standards-based instruction math activity/game to practice.
Operations and Algebraic Thinking-
Teacher Prompt: “In this station you are rolling two dice, adding the numbers and then subtracting zero from the sum. Once you have the answer, cover that number on the game board.”
Teacher Action: The teacher will watch the students play a couple rounds and take anecdotal notes, looking for if they can minus zero (not if they can add the numbers correctly, but if they can minus zero from whatever sum they get.)
Student evidence: Students can minus zero from the sum.
Numbers and Operation in Base Ten:
Teacher Prompt: “In this station you are rolling two dice, adding the numbers and then saying which number you would minus to get zero. Once you have the answer, cover that number on the game board”
Teacher Action: The teacher will watch the students play a couple rounds and take anecdotal notes, looking for if they can minus the same number that was the sum. (not if they can add the two numbers, but if they can take the same number to be subtracted.)
Student Evidence: Students can minus the same number from itself.
Geometry:
Teacher Prompt: “In this station you are rolling two dice, adding the numbers and then matching that number to the sides of the shape. For example, if you roll 3 and 4, you would get a sum of 7 and then find a shape with 7 sides. Once you find the shape you will cover it with a cube. You will also draw the shape and write the number of sides it has in your journals.
Teacher Action: The teacher will review the student journals, looking for the shape and the number of sides.
Student evidence: Students are able to draw a shape and write the number of sides.
Measurement and Data:
Teacher Prompt: “In both games you are matching the analog clock to the digital clock. In the zingo game, you need to take a picture with your iPad after your board is complete. In the match game, please fill out the recording sheet as you go.”
Teacher Action: The teacher will review the iPad pictures and the recording sheets, looking for the correct times.
Student evidence: Students can match the correct times.
*Share: Students share with a small group what they learned that day. (processing/organizing/monitoring)
Teacher Prompt: Share with your partner how you used the minus zero or number minus itself strategies this week.
Teacher Action: walk and listen for students to pick a strategy and say how they used the strategy.
Student Evidence: Students are able to name a strategy and explain how they used it. Example: I used “minus zero” when I took the sum and subtracted zero to get the same answer.
REFLECTION-
Some take-aways from planning/executing this way that I had were:
-It really made me think out what I wanted the students to learn.
-It really made me think out what I was looking for (the desired result.)
-It showed me that I needed to vary the ways that I monitored.
-I realized that during the share time when I asked them to speak with a partner, I’m not able to monitor everyone at that time, so a modification to that I will try is having the students discuss as a partner and then individually write what they shared.
-When using Plickers, I was able to see which specific students were meeting the target. A couple of them I was able to watch while they were using their Plickers and then discuss with them afterward, realizing that they knew the answer, just not exactly how to manipulate the plicker correctly.
-Even though the process of planning this way is very time consuming and makes your brain hurt, it has helped me really see and think about what they students are doing, what I’m doing and what I want them to know.
-A question I still have is: during the share time, is there more beneficial questions that I could ask them or a better use of that time?
-Most important: I could tell which students could use the strategies and which ones are very close!
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