GMU COMPLETE Center Feast for 10 A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH...
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Transcript of GMU COMPLETE Center Feast for 10 A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH...
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
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.
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.
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