GMU COMPLETE Center

 Feast for 10A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON

UNIVERSITY

Lisa Frattini Leslie Dunbar Becky WylandVirginia Run E.S. Bull Run E.S. Virginia Run E.S.FCPS FCPS FCPS

Katie Mirro Kerry GiffuniVirginia Run E.S. Virginia Run E.S.FCPS FCPS

Mayra Olmeda Liz TaylorLondon Towne E.S. Bull Run E.S.FCPS FCPS

A Feast for 10Virginia Run E.S.

Becky Wyland Kindergarten

WG

Lesson Goals

Professional Learning Goal: Students will be able to represent their thinking using mathematical models in order to demonstrate understanding of combining two sets.

Lesson goals: (both immediate and long term) Students will understand the concept of combining two sets and be able to represent at least one model with a sum of 10.

WG

Related SOL Objectives (2009)

Lesson Objectives: MTH.K Standard 6: The student will model

adding and subtracting whole numbers, using up to 10 concrete objects.

EK

Describe the Math Task

There are 10 kids sitting at the lunch table at school. How many kids are boys and how many are girls? Show as many ways as you can.

CN

Students Mathematizing

TF

Example of Students’ Work

This student showed multiple solutions.

This student used numbers and labels to show his thinking.

TF

Example of Students’ Work

This student focused on the details of the problem rather than the mathematics.

JR

Analysis of student learning

Evidence of Students learning…

Common misconceptions revealed…

EK

Modifications and Enhancements

We added two anticipated responses Communitive property Patterns

Possible misconception: Focus on unimportant details

Launching the lesson Added Feast for 10 as a literature link and way to access prior

knowledge Give students time to work before giving them a recording

sheet Restate the problem before giving them a recording sheet Offer scaffolded recording sheets.

EK

Modifications and Enhancements

Questioning For teacher support, put questions on a page to use in class or

post on the way

What We Learned

Students given an open ended task, will use different approaches to solve the problem.

Some students need time to think before attempting the problem.

Students think about and use prior lessons/experiences to model their new thinking.

We found modeling to be valuable in focusing students on the task.

Students can become overly focused on recording their work and lose track of their mathematical thinking.

A thoroughly planned lesson with anticipated students responses allowed us to better understand the students’ mathematical thinking/understanding

Further Questions to Explore

How much wait time is necessary for students to begin working before teacher intervention?

How a student’s prior knowledge affects his/her ability to perform successfully on the task?