1. Yorkshire Elementary November 16, 2011 Does order matter?

2. Professional Learning Goal To collaborate with colleagues

3. Student Learning Goal Short 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

4. Math Tasks Introductory 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)

5. Student Work Herson drew one representation of the story problem and was able to write different equations to match the picture

6. 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.

7. 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.

8. 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

9. 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.

10. 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?