Week 6

Agenda 2 Hooks: Chelsea, Sonya, Erica; & Jessica, Alexandria 3 Part Math Lesson - High yield strategies Break 1 hook Big ideas in number sense and numeration

multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms Today we are learning: to multiply two digit numbers by a one digit number You will know you have succeeded because you will have: Solved the problem Explained your thinking using mathematical vocabulary Explained a new way to solve the problem Explained the relationship between addition and multiplication Explained the distributive property

With your elbow partner (5 min) Solve the multiplication problem 9 x 7 in as many ways as you can How did you solve this problem? How do you know your answer is correct?

9 x 7 = ? Model Repeated addition Skip counting Number line Array Multiplication fact

Problem (15 min) The custodian at our school needs to set up chairs in the basement for a guest speaker presentation. He plans to arrange the chairs in 7 rows with 24 chairs in each row. He is wondering whether there will be enough chairs for all 150 teacher candidates. How many chairs will there be altogether? Will there be enough chairs?” Important information about the problem: 7 rows of chairs 24 chairs in each row How many chairs altogether? Are there enough for 150 TCs? Solve the problem at your table. Solve the problem at least two different ways. Use one chart paper per solution

Gallery walk Post your chart paper Review your peers’ work What solutions make sense? What solutions do you have questions about?

Consolidation (15 – 20 min) Skills in multiplying multiples of 10 Repeated addition Open Array: Tens and ones (10 + 10 + 4) x 7 By place value (20 + 4) x 7 Distributive Property: Property that allows a number in a multiplication expression to be decomposed into two or more numbers. Multiplication is said to be distributed over addition and subtraction e.g., a x (b+c) = (a x b) + (a x c)

Bansho (20 min) Origins in japan “board writing” – collective and individual providing a visual aid for comparing, contrasting and discussing the mathematical ideas that are represented in students’ solutions to the lesson problem organizing student thinking for the discovery of new mathematical ideas and for promoting deeper mathematical understanding Assessment for and as learning

3 Part math lesson 1. Before – Activation/Getting Started (5 – 10 min) 2. During - Work on it (15 – 20 min) 3. After - Consolidation (20 – 25 min)

Before – activation 5 – 10 min 1/8 board space Activate students’ prior knowledge and experience using a prompt or problem that relates to the math of the lesson problem. Record student responses to the prompt in order to highlight key ideas. Sometimes discussion is simply enough to activate prior knowledge

During – working on it 15-20 min 1/8 board space Introduce the lesson problem Encourage students to identify the information needed to solve the problem (Unpack the problem) Students work on problem using chart paper the teacher facilitates discussions among students and observes/records different student solutions in anticipation of the third and final parts of the lesson.

After – consolidation 20 – 25 min ½ board Choose 2-4 work samples for class analysis in a sequence based on mathematical relationships between the solutions and the lesson learning goal. Allow authors to explain and discuss their solutions with the class Facilitate student work by asking probing questions. show mathematical elaboration from one solution to the next Mathematically annotate (math terms, math symbols, labelled diagrams, concise explanations) on and around solutions to make mathematical ideas, strategies, and models of representation explicit to students

High yield Consolidation activities Gallery walk Math congress Bansho

Gallery Walk Like a museum – view, observe, reflect Encourage students to write their thoughts down May Encourage students to talk about the solution in small groups May serve as a starting point for conversation

Math Congress (Fosnot) Observation and discussion of mathematical thinking Purpose is to debrief strategies, uncover multiple representations of mathematical thinking, facilitate deeper understanding Teachers select work to focus on and encourage dialogue and questioning Students explain/defend their thinking – exposing the class to a variety of ways to solve open ended questions

Bansho Teacher organizes student work and leads conversation to have students see their own thinking with relation to mathematical concepts Strategies are addressed, compared, and reviewed Visual display of student solutions in increasing mathematical sophistication Assessment for learning Allows students to consider strategies that can be their “next step” not assessment of learning – do not focus on Level 1-4

Watch the clip Here is a sample 3 part Lesson. Identify what you would do different. https://www.youtube.com/watch?v=qCf_tVf_CSM

Break

Guides to effective instruction in mathematics http://www.edugains.ca/newsite/math/guides_effective_instruction.html A must for every shelf!

Visit Gr. 4-6 Volume 1 The big ideas in number sense and numeration are: quantity operational sense relationships representation proportional reasoning Curriculum for number sense and numeration is organized around these big ideas

curriculum At your tables, read through your big idea What does your big idea mean? What instructional strategies support your big idea

Work on a 3 part Select an expectation from the number sense and numeration strand What is the learning goal? How will you activate student prior knowledge? What problem will you give the students? Consolidation – create a bansho that may emerge from your students, highlight teaching points and cues for teachers

To do Browse effective guide to instruction in mathematics – Big Ideas Number Sense gr. 4-6 Try to create a 3 part math lesson Browse Picture books – can you find multiplication concepts and expectations Ticket out the door New learning from big ideas in number sense and numeration document gr. 4-6 Question you may have about 3 part lesson

Ticket out the door New learning from big ideas in number sense and numeration document gr. 4-6 Question you may have about 3 part lesson