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Designing Tasks for All Students Lisa Lunney Borden Eskasoni In-Service 2009

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Our goals for today! Explore some open tasks as a large group. Explore some strategies for creating open tasks Explore learning centers Discuss strategies for creating learning centers

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An Open Task: Open in Process Many paths to the answer Open in Product Many possible answers Opens up with ‘what if’ variations Can open up into new explorations

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An Open Task: Modeling Numbers Model each decimal with base ten blocks. Make a sketch to record your work. a) 146 b) 304 c) 119 d) 109 e) 235 Opening it up… If the little cube represents 1, use flats, rods and little cubes to build a robot model. Record a picture of your model and the value as a number. Repeat two more times. Share with a partner. Share with the group.

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An Open Task: Partitioning Numbers Give students a number of counters (6, 7, 8 or 9) and ask them to build different addition facts and record them.

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An Open Task: Partitioning Numbers (continued) Draw a Picture!Addition + Subtraction - 6 + 2 = 88 – 2 = 6 5 + 3 = 88 – 3 = 5 2 + 6 = 88 – 6 = 2

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Representing a number

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An Open Task: Equivalent Representations of a number Think of a number less than 20. Model that number using your materials at your table. Try to find as many different models as possible. Record pictures of your model on your page. Share with your partner. Share with the whole group.

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Example Spaces: Quadrilaterals Draw a figure that has four sides Draw another. Draw one that is really different than the first two. Share your three pictures with three other classmates. Sort your pictures in a way that everyone can agree on. Prepare a flip chart with your sorted pictures and be prepared to explain how you sorted them to the class.

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Example Spaces: Operations Think of an number sentence that gives an answer of 12. Think of another. Think of one that is really different than the first two. Share your examples with a partner and see if you have any similar examples. Try to find new examples that are different than the ones you have. List a few more. Partner with another pair and share again. As a group try to find all the numbers sentences you can think of that give an answer of 12. (This could go on forever so decide as a group when you think you have enough).

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Multiple Representations Verbal: Explain it in Words Contextual: Write a Story Problem Concrete: Use Concrete Materials to Build It Symbolic: Write it in Mathematical Symbols Pictorial: Draw a Picture Model

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Learning Centers: 2-Digit and 3- Digit Addition and Subtraction Write a story problem Addition and Subtraction Problems The Adding Game Tell me an Addition Story Choose any 6 of the activities Addition and Subtraction Cards What’s the difference? Roll It! Subtraction Number Lines

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Learning Centers: Multiplication and Division Division Stories Going to the Fair The Division Debate Multiplication and Division Word Problems Paper Clip Chains Multiplication and Division Arrays Making My Own Study Cards

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Contact Information Website: http://people.stfx.ca/lborden/mk2009.htm Email: lborden@stfx.ca

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