Yorkshire Elementary November 16, 2011
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Transcript of Yorkshire Elementary November 16, 2011
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Yorkshire ElementaryNovember 16, 2011Does order matter?
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Professional Learning Goal• To collaborate with colleagues
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Student Learning GoalShort term
• Students will add 3 or more addends using multiple strategies.
• Students will provide an explanation of the of why the commutative property works for addition.
Long term • Student will apply and generalize the commutative
property to other mathematical situations i.e. 2 digit addend + 2 digit addend, multiplications, subtraction, and apply to money
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Math TasksIntroductory Problem
Jake is building with cubes. He has a tower of 2 green cubes, a tower of 5 blue cubes, and tower of 3 yellow cubes. How many connecting cubes does he have?
Students then completed math stations with 4 similar problems using the numbers (5, 2, 3) (6,3,4) (6,8,5) (8,5,5)
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Student Work
Herson drew one representation of the story problem and was able to write different equations to match the picture
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Jennifer also drew a representation of the story problem. She was then able to manipulate the addends to create the “friendly” number 10, which she then added 8 to.
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Lusvin solved the problem but then came up with different combinations of numbers to make the sum 18. This is something they have done in the past called Today’s Number.
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Revisions to the Lesson• Intro – model with manipulatives• Partner work – complete 2 problems first,
bring students back for check-in then send out to do 1 more problem
• Discussion prompts added• Revised questions for check-in point.• Whole-group: choose work of student who did
not move numbers around and one that did
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How did this support our professional learning????• Collaborate to create an original lesson• Different ideas from grade levels ranging from
K-5 • See a colleague teach • Positively reflect on the lesson• Revise the lesson to better focus on our
student learning goal.
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Further Questions• How can we make sure that students can convince
us that this will work for all numbers?• Could we use numbers in isolation without
attaching them to a story problem?• What if we used larger numbers? Included 0?• What would students do if we just had 2 numbers?• Could we pose a question about subtraction?
What conclusions could students come up with about other operations?