1. Week 6

2. Agenda 2 Hooks: Chelsea, Sonya, Erica; & Jessica, Alexandria
3 Part Math Lesson - High yield strategies
Break
1 hook
Big ideas in number sense and numeration

3. multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms
Today we are learning: to multiply two digit numbers by a one digit number You will know you have succeeded because you will have: Solved the problem Explained your thinking using mathematical vocabulary Explained a new way to solve the problem Explained the relationship between addition and multiplication Explained the distributive property

4. With your elbow partner (5 min)
Solve the multiplication problem 9 x 7 in as many ways as you can
How did you solve this problem? How do you know your answer is correct?

5. 9 x 7 = ? Model Repeated addition Skip counting Number line Array
Multiplication fact

6. Problem (15 min)
The custodian at our school needs to set up chairs in the basement for a guest speaker presentation. He plans to arrange the chairs in 7 rows with 24 chairs in each row. He is wondering whether there will be enough chairs for all 150 teacher candidates. How many chairs will there be altogether? Will there be enough chairs?” Important information about the problem: 7 rows of chairs 24 chairs in each row How many chairs altogether? Are there enough for 150 TCs? Solve the problem at your table. Solve the problem at least two different ways. Use one chart paper per solution

7. Gallery walk Post your chart paper Review your peers’ work
What solutions make sense? What solutions do you have questions about?

8. Consolidation (15 – 20 min) Skills in multiplying multiples of 10
Repeated addition
Open Array:
Tens and ones ( ) x 7
By place value (20 + 4) x 7
Distributive Property: Property that allows a number in a multiplication expression to be decomposed into two or more numbers. Multiplication is said to be distributed over addition and subtraction e.g., a x (b+c) = (a x b) + (a x c)

9. Bansho (20 min) Origins in japan
“board writing” – collective and individual
providing a visual aid for comparing, contrasting and discussing the mathematical ideas that are represented in students’ solutions to the lesson problem
organizing student thinking for the discovery of new mathematical ideas and for promoting deeper mathematical understanding
Assessment for and as learning

10. 3 Part math lesson
1. Before – Activation/Getting Started (5 – 10 min) 2. During - Work on it (15 – 20 min) 3. After - Consolidation (20 – 25 min)

11. Before – activation 5 – 10 min 1/8 board space
Activate students’ prior knowledge and experience using a prompt or problem that relates to the math of the lesson problem.
Record student responses to the prompt in order to highlight key ideas.
Sometimes discussion is simply enough to activate prior knowledge

12. During – working on it 15-20 min 1/8 board space
Introduce the lesson problem
Encourage students to identify the information needed to solve the problem (Unpack the problem)
Students work on problem using chart paper
the teacher facilitates discussions among students and observes/records different student solutions in anticipation of the third and final parts of the lesson.

13. After – consolidation 20 – 25 min ½ board
Choose 2-4 work samples for class analysis in a sequence based on mathematical relationships between the solutions and the lesson learning goal.
Allow authors to explain and discuss their solutions with the class
Facilitate student work by asking probing questions.
show mathematical elaboration from one solution to the next
Mathematically annotate (math terms, math symbols, labelled diagrams, concise explanations) on and around solutions to make mathematical ideas, strategies, and models of representation explicit to students

15. High yield Consolidation activities
Gallery walk
Math congress
Bansho

16. Gallery Walk Like a museum – view, observe, reflect
Encourage students to write their thoughts down
May Encourage students to talk about the solution in small groups
May serve as a starting point for conversation

17. Math Congress (Fosnot)
Observation and discussion of mathematical thinking
Purpose is to debrief strategies, uncover multiple representations of mathematical thinking, facilitate deeper understanding
Teachers select work to focus on and encourage dialogue and questioning
Students explain/defend their thinking – exposing the class to a variety of ways to solve open ended questions

18. Bansho
Teacher organizes student work and leads conversation to have students see their own thinking with relation to mathematical concepts
Strategies are addressed, compared, and reviewed
Visual display of student solutions in increasing mathematical sophistication
Assessment for learning
Allows students to consider strategies that can be their “next step”
not assessment of learning – do not focus on Level 1-4

19. Watch the clip
Here is a sample 3 part Lesson. Identify what you would do different.

20. Break

21. Guides to effective instruction in mathematics
A must for every shelf!

22. Visit Gr. 4-6
Volume 1 The big ideas in number sense and numeration are:
quantity
operational sense
relationships
representation
proportional reasoning
Curriculum for number sense and numeration is organized around these big ideas

23. curriculum At your tables, read through your big idea
What does your big idea mean?
What instructional strategies support your big idea

24. Work on a 3 part
Select an expectation from the number sense and numeration strand
What is the learning goal?
How will you activate student prior knowledge?
What problem will you give the students?
Consolidation – create a bansho that may emerge from your students, highlight teaching points and cues for teachers

25. To do
Browse effective guide to instruction in mathematics – Big Ideas Number Sense gr. 4-6
Try to create a 3 part math lesson
Browse Picture books – can you find multiplication concepts and expectations
Ticket out the door
New learning from big ideas in number sense and numeration document gr. 4-6
Question you may have about 3 part lesson

26. Ticket out the door
New learning from big ideas in number sense and numeration document gr. 4-6
Question you may have about 3 part lesson