GMU COMPLETE Center

Arranging Chairs Lesson Plan A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON

UNIVERSITY

Fiona Cobb Clare Daly Anita Magrath Rolling Valley ES Springfield Estates ES Springfield Estates ESFairfax County Fairfax County Fairfax County

Tanya Matyi Jennifer Moore Lynbrook ES Kings Park ESFairfax County Fairfax County

Mary Randolph Pat Schreiber Springfield Estates ES Kings Park ESFairfax County Fairfax County

Arranging Chairs Lesson Study – Rolling Valley ES

Fiona Cobb, Host TeacherThird Grade

WG

Lesson Goals Professional Learning Goals:

Effectively teach multiple approaches to problem solving

Learn to anticipate the individual needs of students and plan guided responses

Work collaboratively to understand and apply the process of Lesson Study

Lesson goals: (both immediate and long term)

Students will understand build the foundation for the communicative property

Introduce students to rectangular arrays Long term – these concepts will be the foundations

for learning about area, multiplication, multiple arrays (factors)

WG

Related SOL Objectives (2009)

Lesson Objectives:

SOL 3.6 Students will represent multiplication and division using area models and sets, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor five or less.

EK

Arranging Chairs Puzzle

Students were asked to arrange 12 tiles into straight rows for an audience to watch a play

Students drew and labeled arrangements on graph paper

CN

Students Mathematizing

TF

Example of Students’ Work This example of student

work shows all of the arrangements labeled.

Students worked in pairs to find the arrangements.

Analysis of student learning

Three levels of understanding:

Level One: Missing arrays One-by-one counting

or skip counting

Analysis of student learningLevel Two: Breaking tiles into groups

Analysis of student learningLevel Three: All arrays Multiplication

EK

Modifications and Enhancements

Using sticky notes instead of SmartBoard tiles

Modeling task with actual chairs

Extended time Emphasize key

vocabulary (rectangle, down, across)

What We Learned collaborative

planning process assessment to

focus instruction revisions led to a

better lesson

students enjoyed making mathematical connections

student conversation led to deeper understanding

Further Questions to Explore

Do bigger numbers have more arrays?

Is a 6 by 2 array the same as a 2 by 6 array?

Is there a way to predict how many arrays a number will have?