Project II Part V

Adam Clements October 14, 2012

DAY 1
Friday 10-26-12
Unit Big Idea: Making a shift in thinking that multiplication can mean growing in that a product is so many times bigger than one of its factors. CCSS: - [5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. - [5.NF.5.a] Interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Lesson Objective: Students will be able to solve a multi-digit multiplication problem in an open-ended manner. Rationale: It is important for student to be able to solve math problems in a way that makes sense to them. Investigating an answer is much more meaningful than solving using an algorithm provided by a textbook. Materials: [Day 1] PowerPoint Projector Math Game Show Timer ppt [Introduction Problem] - Worksheet

Total Time: Partner Pair Transition

Students will join their Partner Pair and share a quick info item.

41 min 3 min

- Students will be prompted to join their partner pair. - Students will already know who their partner pair is because they have worked with them the day before . - Students have assigned seats to sit in with their partner pair. - At their seats, students will share a quick info item which is a personal fact about themselves. This will help students to get to know their partner better and break the ice for the group work they will be doing. Timer: 2 minutes Voice Level: 2 (Partner Talk)

Academic/Social/Linguistic/Learning Support: Directions will be written on the board with a countdown timer and a voice level meter (which they have seen before) set to help support visual learners. Directions will be given audibly once, and then repeated in bullets to help support auditory learners.

Welcome / Plan / Purpose

Students will be welcomed to Puzzling (Math) and told what we will be doing and why.

5 min

Objective: At the end of the hour, you will have been able to solve a multi-digit multiplication problem with a partner expressing your answer in multiple different ways (solving, drawing, explaining) Today: 1. Stop the Clock Purpose: It is important to review concepts you have already learned or only just recently learned. This helps us make better connections between the old information and the new information you are about to learn. 2. Partner Puzzle Problem Purpose: Learning to explain our solutions n multiple ways holds us accountable for our learning. It gives us an opportunity to understand it better. 3. Gallery Walk Purpose: We get better in our own puzzling skills when we look at how other people solved the problem and compared it to how we solved the puzzle.
Academic/Social/Linguistic/Learning Support: Directions will be given audibly once, and then repeated in bullets to help support auditory learners. Directions will be posted on the projector to help visual learns stay focused.

Warm Up
Students will play Stop the Clock A Math Game Show

10 min

Begin by explaining how to play Stop the Clock. Students will be divided into two teams. The projector will be on the game show timer which is a chess clock timer. The moveable white board will be at the front of the room in-between the two groups of students. Enter the two team names that they each come up with.

- The rules/procedures of the game: 1. This is a silent game. Except for the partner pair at the board, there is no talking. A talking team member gets a 5 second penalty added to their teams score. Mark it at the top of the white board. ex: (+5) 2. The two teams stand on opposite sides. On a team, students stand in a line with their partner pair. 3. Each team has one dry erase marker and one eraser. 4. When the game starts, the first partner pair on Team A clicks start with the mouse. This starts their timer as it counts up. They then quickly walk up to the board where a multiplication fact is waiting for them. They may whisper to each other and when they have agreed on an answer, they then write it on the white board. 5. The host (teacher) tells them if they are correct or not. If they are not correct they erase their answer and try again until they are correct. When they get the answer, they must erase the

6. 7. 8. 9.

board completely, pass the marker and eraser to the next partner pair in their team, press the switch button which starts the other teams time, and move to the end of the line. The first partner pair in the other team will quickly walk up to the board and repeat the same process as earlier. The game ends once every partner pair has gone up to the board once. When the last pair goes, they must end the game by pressing p. This will pause the timer and end the game. The team with the fastest time is the winner.

- Students will be answering basic multiplication fact questions. Voice Level: 0 (NO Talk)
1 (Whisper Talk) @ board

Academic/Social/Linguistic/Learning Support: Students will be able to support their learning by sharing ideas and problem solving with a partner. Students will be able to think in a quiet work environment which is important for students who are easily distracted and are especially sensitive to auditory stimuli.

1 min TRANSITION - Have students return to their seats. - Ask for eyes on you, and begin when everyone is looking and listening with voices back to zero.

Intro Problem
Students will be introduced to a story problem written on a sheet that will be passed out.

10 min

- Back at their desks, students will be sitting with their partner pair. - Explain that you really enjoy playing Stop the Clock but you want to add a new element to it. You think the clock is fun, but you want to keep score a different way. Q: How else could I keep track of the score? Q: Have you used points in other games? What games? - Explain that you decided that those are good ideas and you will add 15 points for every right answer. - Explain that they will be helping you figure out how many points you would have to give their team if they answered 13 questions correctly. - Project the problem on the elmo and read it out loud. - Playing Stop the Clock is a lot of fun but the host wants to add a new element to the game. He was thinking of adding points for every correct answer. If he made the points worth 15 points for ever correct answer and your team answered 13 questions correctly, how many total points would he have to give your team? - Explain to the students that in their partner pairs, they will complete 4 parts. 1. Solve It: Students are asked to solve the problem using any strategy they can come up with. 2. Draw It: Students are asked to draw how they solved it using pictures, table, charts, etc. 3. Draw it Another Way: Students are asked to draw it another way. 4. Explain It: Students are asked to in words explain how they solved it. Q: What are your questions about the Introduction Problem directions? - Pass out one paper and two different color markers/pens to each partner pair. Tell students to write their name in their color marker/pen. Explain that this helps you as the teacher see who is writing what.

Academic/Social/Linguistic/Learning Support: Giving students multiple ways to express their ideas and answers allows students who are more expressive through text and students who are more pictorial the same opportunity to share their learning/understanding.

TRANSITION - Set the timer for 10 minutes Work Time

Students will work with their partner quietly (VL-2) and work together to solve the problem on their sheet.

1 min

10 min

- Allow partner pairs to work together. - As you are walking around, take note of how the pair are working together. Look for Teamwork (participation, staying on task), Actively Listening (responding to anothers ideas, using good nonverbal listening skills), and Respectfully Responding (using kind words, disagreeing with ideas, not the person). These ideas have been explicitly taught in Literacy. Timer: 10 minutes Voice Level: 2 (Partner Talk)
Academic/Social/Linguistic/Learning Support: Allowing students to work with a partner builds discussion and teamwork skills. It also allows students to help explain different concepts to each other, helping the other person and themselves by having to explain it so someone else can understand.

1 min TRANSITION - As the timer ends, ask students who are not done to stop where they are. - Have students take their papers and put them at the top of their desk so they are still face-up but upside down.

Gallery Walk
Students will work with their partner quietly (VL-2) and work together to solve the problem on their sheet.

5 min

- Explain to students that they are now going to engage in a gallery walk. This requires no talking, and if you become a disruption, you will be asked to leave the museum and sit at the table in the back. - Explain that it is important to be quiet in a museum because it is a place to think about what you are looking at and reflect. - Students should be instructed that as they are walking round the classroom museum, looking at these puzzling works of mathematical art, they should try to see if they can understand how that person solved the problem. What strategies did they do that were similar to how you solved it? What did they do that was different? Timer: 5 minutes Voice Level: 0 (NO Talk)
Academic/Social/Linguistic/Learning Support: Allowing students to walk around and view the works of others allows for independent reflection. Each student is able to think about the persons work in their own way at their own level of understanding.

1 min TRANSITION - Collect the puzzle papers, and have students begin the routine for washing hand and getting ready for lunch.

DAY 2
Monday 10-29-12
Unit Big Idea: Making a shift in thinking that multiplication can mean growing in that a product is so many times bigger than one of its factors. CCSS: - [5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. - [5.NF.5.a] Interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Lesson Objective: Students will apply the discussion skills of Reply, Reason, and Reflect by discussing a puzzle problem they have solved in a group class discussion. They will use prompt discussion cards to engage in a full class discussion where they will verbally share their ideas, ask questions, and make comparisons. Rationale: Being able to express your thinking in mathematics is extremely important because it is how you build off one anothers ideas and how you learn. Simply being able to do a problem does not show mastery of the content. Instead being able to explain and show someone else how to do it does. Materials: [Day 2] PowerPoint Greg Heffley Diary math page (x3)

Discussion Starter Cards

Total Time: Partner Pair Transition
Students will join their Partner Pair and share a quick info item.

50 min 3 min

- Students will be prompted to join their partner pair. - Students will already know who their partner pair is because they have worked with them the day before . - Students have assigned seats to sit in with their partner pair. - At their seats, students will share a quick info item which is a personal fact about themselves. This will help students to get to know their partner better and break the ice for the group work they will be doing. Timer: 2 minutes Voice Level: 2 (Partner Talk)
Academic/Social/Linguistic/Learning Support: Directions will be written on the board with a countdown timer and a voice level meter (which they have seen before) set to help support visual learners. Directions will be given audibly once, and then repeated in bullets to help support auditory learners.

Welcome / Plan / Purpose

Students will be welcomed to Puzzling (Math) and told what we will be doing and why.

2 min

Objective: At the end of the hour, you will be able to discuss your puzzle solution with the whole class, in a group discussion, using the math discussion skills of Reply, Reason, and Reflect. Today: 1. Review Your Ideas Purpose: It is important to warm up your puzzling brain and refresh yourself with the work you did and the ideas you came up with yesterday. 2. Math Discussion Centers Purpose: Discussing is a skill just like any other. It has to be learned and practiced. 3. Whole Class Math Discussion Purpose: It is important to learn how to share your ideas and have an effective conversation in order to be a confident and socially responsible mathematician.
Academic/Social/Linguistic/Learning Support: Directions will be given audibly once, and then repeated in bullets to help support auditory learners. Directions will be posted on the projector to help visual learns stay focused.

Review Yesterdays Work

Students will have a chance to review their work and problem solving from yesterday.

5 min

- Pass back students puzzle worksheets they completed yesterday. - Ask them to read back through what they did. - Set the timer for 5 min and set the voice level to a 0. Timer: 5 minute Voice Level: 0 (NO Talk)
Academic/Social/Linguistic/Learning Support: The timer will help students visually see how much time they have left and manage their work time appropriately.

1 min TRANSITION - When the timer beeps, ask for eyes on you and begin when everyone is looking and listening with voices back to zero.

Having A Math Conversation Explain Centers

Students will get explanations of the centers and what they will be doing at each.

10 min

- Explain that now the class is going to learn some strategies of how to have a positive math conversation. - Students will be traveling to three different stations for 8 min at each station. - When they hear the timer beep, they will have 30 seconds to move to the next station. - (1 2) (2 3) (3 1) - At each station students will listen to the teacher read through the worksheet of how Greg Heffley and his friends from Diary of a Wimpy Kid solved the same exact problem. - The teacher will then ask students to focus on the main theme of that center: Reflecting, Responding, Requesting (or asking questions). They will help to guide questions to get the students at that station to think about figuring out things they could say or ask Greg and his friends to build a discussion with them.

- Students will be looking at how they and their partner solved the problem and using that to talk about how Greg Heffley (from Diary of a Wimpy Kid) and his friends solved the problem. Station #1: Reflect - Students will be looking at their work and asking themselves if they agree or disagree with Fregly reasoning and why. - Starter Card: I agree with what ________ said because I disagree with what ________ said because I noticed that Station #2: Respond - Students will be looking at their work and compare it to how Greg solved it and make connections. - Starter Card: Your idea reminds me of So I think what ________ is saying is that I want to add on to what ________ was saying. I think Station #3: Request - Students will be looking at their work and how Ralph solved it and coming up with questions they might ask Ralph about how he solved the puzzle. - Starter Card: How did you come up with that idea? What did you mean by Im confused. Can you explain more about
Academic/Social/Linguistic/Learning Support: Starter cards will helps to scaffold a discussion for students and provide a security for students who are less confident in their verbal communication.

TRANSITION - Split the students up into three groups keeping partner pairs together in the same group. - Show the groups on the projector. - Tell them to go to their table. Centers
Students will rotate to the three different centers with their partner and complete the work at each station.

1 min

10 min

- Students will travel to each station. - At each station one of the teachers will be helping lead the students through learning about and practicing the strategy. Station #1: Reflect Mr. J Station #2: Reason Mr. Clark Station #3: Reply Mr. C - In each group, they will work to think of questions and statements that they could ask Greg and his friends using the starter cards. - TRNSITION in-between centers: The beeper will go off on the timer

Academic/Social/Linguistic/Learning Support: Centers mean smaller groups and more individualized attention by the teacher to each student.

TRANSITION - Ask students to move to the carpet and make a large circle. Whole Class Discussion
Students will engage in a whole class discussion in a circle on the carpet.

1 min

10 min

- Pass out individual student starter cards and open up the discussion with having one group share how they solved the problem. - Help facilitate the discussion encouraging students to participate and explain each others ideas. - When time is up, quickly reflect on how they felt the discussion went and explain that we will be practicing our discussion skills more and more as the week continues. - Have students wash their hands and return to the carpet facing the rocking chair ready for read aloud.
- Conclude the discussion by summarizing the main points. - Show the objectives and ask the class for a thumb up, thumb sideways, or thumb down to

represent how they feel about their understanding or completion of those objectives
Academic/Social/Linguistic/Learning Support: Discussion cards will help students to scaffold their discussion skills.

DAY 3
Tuesday 10-30-12
Unit Big Idea: Making a shift in thinking that multiplication can mean growing in that a product is so many times bigger than one of its factors. CCSS: - [5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. - [5.NF.5.a] Interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Lesson Objective: Students will be able to answer a multi-digit word problem in an open-ended way by working with a partner and then explain their reasoning and engage in a mathematical discussion with their classmates. Rationale: It is important to be able to explain your understanding and ideas in math so that one can share their ideas and promote collaboration and problem sovling. Materials: [Day 3] PowerPoint

Video Game worksheets Video Game movie

Total Time: Partner Pair Transition
Students will join their Partner Pair and share a quick info item.

50 min 3 min

- Students will be prompted to join their partner pair. - Students will already know who their partner pair is because they have worked with them the day before . - Students have assigned seats to sit in with their partner pair. - At their seats, students will share a quick info item which is a personal fact about themselves. This will help students to get to know their partner better and break the ice for the group work they will be doing. Timer: 2 minutes Voice Level: 2 (Partner Talk)
Academic/Social/Linguistic/Learning Support: Directions will be written on the board with a countdown timer and a voice level meter (which they have seen before) set to help support visual learners. Directions will be given audibly once, and then repeated in bullets to help support auditory learners.

Video Game Play

The teacher will start to play the video game movie and pretend to be playing the video game.

10 min

- Begin the lesson by playing the Video Game Go-Kart-Go. Have out the wii remote and pretend to play it. Allow students to make audible comments (you are trying to get their attention and get them excited.) - Move the wii remote around and pretend to play the game for a few minutes. - While playing the game, have Mr. J call your cell phone so it rings in your pocket. Answer it and pretend to talk to Katie Salen, Executive Director of the Institute of Play, and Associate Professor in the Design and Technology program, Parsons the New School for Design in New York City. Talk to her and have a conversation that goes something like this hey, I was just going to call you. I am playing the game right now and it is fantastic. Your students did a great job designing it. I agree, the more math you know the more things you can do. My 5th graders? Yea, they might be interested in that? I am sure I can ask them to help you out. Ill talk to them right now and get back to you. All right, talk to you later. Bye. - When you hang up, stop the game and tell the students you were just talking to Katie Salen the Executive Director of Quest to Learn which is a really cool middle school in New York City where the students learn by playing and creating video games. She sent me a video of their school that I thought I would share with you. - Play the Quest to Learn video. - Explain to the students that the woman in the video is Katie Salen who was just talking to you on the phone and she was wondering if you would help her and her students develop two new video games for her.
Academic/Social/Linguistic/Learning Support: The visual aspects of this launch will hopefully grab the attention of visual learners. It sets the problem up for a real life application and gives the problem purpose.

TRANSITION - Move into explaining the task. Explanation of Video Game Tasks

0 min

10 min

Students will listen to an explanation of the puzzle they will be working on with their partner during the class time.

- The first game is called Extreme Basketball. It is a lot like other basketball video games, but it is extreme because they want the players to be able to jump really high abnormal super human jumping. So your partner pair will have to figure out how tall to make the basketball hoop if they want it so many times bigger than the height of the basketball player. - The second game is a new Donkey Kong game called DK Tower Climb. Donkey Kong has stolen the princess and Mario has to climb the tower to save her. They want to know how tall to make the tower if it has to have so many levels that are a certain size. - Students will be able to choose which problem they would like to work with. The numbers will be identical. Only the context or theme of the problem will be different. - Explain to students that they will answer the puzzles on the video game plan that Katie Salen sent over. They should work with their partner pair. - Give each partner a different color marker/pen to use. - Explain that each partner pair will be getting building supplies to create an actual model to base their video game drawings off of. - Q: What are your questions?

Academic/Social/Linguistic/Learning Support:

Giving students the choice in which video game content they choose allows for students to choose their interest.

TRANSITION - Set the clock timer for 30 min and set the voice level to 2 for partner talk. Work Time

1 min

30 min

Students will listen to an explanation of the puzzle they will be working on with their partner during the class time.

- Students may spread out across the room to begin working on the puzzle. - Float around the room and listen in on the conversations that are taking place. Make notes of who is saying what.
Academic/Social/Linguistic/Learning Support: Students will be able to work in pairs to complete the task allowing them to ask each other questions and expand off one anothers ideas.