Camping Questions
- At the camp there are 24 boats, but 8 have holes in them and can't be used. Show how to work out how many boats can be used.
- 65 students are on camp. If 29 of them go on a walk, show how to work out how many students are left at camp.
These questions were given at the same time. These are both taken from ARBS and are curriculum level two questions. I did change to the 24 in the first question. It was a 25 - I wanted to use a double to make the splitting more accessible for students.
NOTE (on reflection) : you could have the questions build on each other by using:
This would have allowed the kids to start easy and use that knowledge to push their thinking. Eg:
24 - 8
64 - 28 |
25-9
65-9 |
Focus Change
In the questions that have been presented to students so far there has been a rather large hurdle just for students to understand and interpret the question.
This is fine, especially early in the unit because it really got the kids thinking about the act or "taking away." However, now I really want to shift the focus to strategy. Which means, reducing the load of the question and upping the emphasis on unpacking student responses. |
Big Ideas
Four very focused big ideas that I want to draw out:
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Warm Up - two deliberate choices
Student led activity where kids count down in tens from a hundred number - eg 151, 141 down through the 100
This is designed to support students who are struggling to count back in tens from numbers that don't end in 0 and also support students who struggle with numbers over 100. |
A model number line. Class discusses what is missing from the boxes.
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Success Criteria
Launching the problem
Read the question together. What did each of the numbers mean in the story. Got the children to say: so what we have to do it?.....
Also talked about moving on from counting back. Asked: what other things can we do rather than counting back? Use basic facts and split up the number into things we know.
Also talked about moving on from counting back. Asked: what other things can we do rather than counting back? Use basic facts and split up the number into things we know.
Roaming
- I noticed a big improvement in the construction of number lines - warm up?
- I watched carefully for counting back and then jumped in with the link to basic facts (pushing big ideas)
- Rather than interrogate the groups (which i think i have been doing a lot) when I arrived I sat and listened and took more in - giving the kids a change to show what they could do.
- I saw a lot of good collaborative behavior - checking understanding, contributing ideas.
Sequence (Group One)
This was the first thing I chose to sequence. I chose it from three reasons. The annotation we did together as a class in EE during the discussion.
My questions to students:
- Firstly, this boy lacks a lot of confidence and sometimes does not participate at the in math. I let him choose to work alone if he wants to (the only boy in the class who has this option.) He was very very proud of this work and I wanted to boost his confidence.
- Secondly, it was a really good example of stage 4 thinking where he was able to count back to solve the problem. His actual strategy was counting back in ones but he chose to record it as 2's.
- "Where" the 8 broken boats was in the working out had an interesting answer.
My questions to students:
- Where is the part of the working out that shows the number of boats there were?
- Where are the 8 broken boats?
- What does the 16 mean in the story?
This was the second thing that I chose to sequence. I chose this because it was an excellent example of part whole thinking (bid idea) AND it had that little example at the bottom where they show how they had used their basic facts (big idea).
My questions to students:
My questions to students:
- Where is the part of the working out that shows the number of boats there were?
- Where are the 8 broken boats?
- How did they use their basic facts?
This was the third thing that I chose to sequence. I chose it because:
My question for students:
- It was an example of stage 5 thinking (down through tens - partitioning number was a big idea)
- It had counting back in 10's (big idea)
- It set the work out in two ways (as an equation and a number line)
My question for students:
- What does the 65 mean?
- What does the 25 mean?
- Where are the 25 people who walk on the number line?
- What does the 36 mean?
- How did they use their basic facts?
We ran our of time to discuss this problem but there was a LOT that we could have got out of it.
Why the 5's?
Why the ten at the end?
Why is there a +1 in a subtraction problem?
Why the 5's?
Why the ten at the end?
Why is there a +1 in a subtraction problem?
Group Two Sequence
The same group did both of these so we compared and contrasted these to find out which was easier and why.
I sequenced this next because I wanted to add in the 10 jumps and also because they had showing their thinking in two different ways.
At the end of the sequence I ran a quick lesson on rounding and compensating building from the 10's to a single jump of 30.