Mathematics-Solo 2

12/1/12 10:54 AM

Mathematics-Solo 2
by Hannah McComie

Identifying Information
Lesson Information
Classroom Teacher: Mrs. Voce Grade: 3rd Date lesson will be taught: November 29, 2012 Subject: Mathematics

Stage 1 - Desired Results

Goal/Big Ideas
Understanding how to solve for multiplication problems if they are not memorized.

Essential Questions
What are some strategies you can use to solve a multiplication problem if you do not have them all memorized?

Standards
HI-HCPS-III.MA.3.3 STANDARD: Numbers and Operations: COMPUTATION STRATEGIES: Use computational tools and strategies fluently and, when appropriate, use estimation Recall multiplication facts from 0 x 0 to 10 x 10

HI-HCPS-III.MA.3.3.1

Stage 2 - Assessmen Evidence

Performance Assessment
create a physical representation of multiplication statements. Example: 8x7.

Other Evidence Self-Assessments

Group discussion. Peer review.

Stage 3 - Learning Plan

https://c1.livetext.com/doc/8193904?print=1 Page 1 of 2

Mathematics-Solo 2

12/1/12 10:54 AM

Learning Activities
W How will you help students to know WHERE they are headed and WHY e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from? How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks? What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]? How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc]

E T O

-I will tell the students that we are going to play a math game. (H). -The students will be working in groups. They will have to solve multiplication problems. But, they can not just write the answer. They have to create a physical representation of the statements. (E1, R, E2, T) -The students will play two different types of rounds. The speed round and the rotation round. Speed round: The first group to hold up their white board and have a physical representation of the problem will get the point. Rotation round: Each group will be asked to solve a multiplication problem. If they get it wrong then the next group will get the chance to answser the problem and get the point. (E1, H, R, E2, T). -The game is over when I run out of problems.

Reflection
I'm not sure that went as smooth as I wanted it to go. I really want my students to work better together. I really want my students to be able to solve problems regardless of the situation. They should know how to recall information. That is why I wanted them to do a physcial relationship of the problems. Next time I will have them write everything out. But, my students did do a lot better than they did on their last quiz. But, I really can't say why. I would have loved to see 100 from everyone in my math group. I know now, what I need to focus on more.

Created with LiveText - livetext.com

https://c1.livetext.com/doc/8193904?print=1

Page 2 of 2