Peer Teaching Module: Chapter 13

EDUC: Elementary School Math Methods

Kennedy Cosman

January 10th, 2018

Chapter Summary

Chapter 13: Developing Strategies for Multiplication and Division and

Computation

This chapter in Walle’s Elementary and Middle School Mathematics, discusses

the importance to teach the different process for multiplication and division. Many

times, when we hear the words “long division” or “three digit multiplication” it

afflicts memories from our past we wish we could forget. This chapter wants to

prevent that from happening with our future students by suggesting many

processes to use when teaching. It focuses on different methods and why it is

important on getting the students to understand how they got their answer. Though

there are fewer strategies for multiplication and division compared to addition and

subtraction, there is still creative ways to effectively create a positive learning

environment. As teachers we are to be aware of the importance of the language we

use. This can dramatically affect students understanding. If the students learn how

they got the answer they are less likely to be retaught the procedure year after year.

Teaching these different procedures suggested in the text will likely eliminate the

students from memorizing acronyms to the procedures, which will eliminate the

stress in the future for our students.

Math Peer Teaching Lesson Plan

Subject: Mathematics

Grade: 3 Length: 1-1hour and 10minute class

Date: January 10th,

2018

Stage 1: Pre-Lesson Preparation

Rational/ Outcomes:

Students will be able to… Estimate using estimation strategies. Have a basic understanding that estimation is an educated guess, not just a

random guess

NCTM Outcomes:

Select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

Develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results

NB Mathematics Curriculum Outcomes

GCO: Develop number sense SCO: N8: Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context. (GRADE 3)

Learning Objective: N8: Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context. (GRADE 3)

Materials: Location: Writing utensils Base Ten Blocks Estimation Jars- 4 Estimation Poster Online timer Game pieces

Students should have their own materials in their cubbies

Teacher will have the packets in a red folder on the right of their desk.

Base 10 Blocks on shelf

Dice Cup Handouts

-Sheet 1 -Sheet 2-Sheet 3-Sheet 4-Sheet 5-Individual Work

Stage Two: Lesson Planning and Implementation

Engagement: (15 minutes) What the teacher will do: What the student will do:

Have materials laid out on tables

Tell students they will be learning a poem about estimation that will go into their poetry book after.

Turn to Sheet #1 in handout. Read the poem to them Then say each line of the poem

and have the students repeat after you.

Get them to put away their poem in their poetry book.

Previously we have used these sheets. We are going to refresh our memory using these sheets during this next activity. Demonstrate how to add 145 and 95 with base 10 blocks on the white board. Using the same layout as Sheet #2, draw the format on the board and demonstrate. Provide base 10 blocks so students can work through the problem along side the teacher

Have them sit in partners at a table

Listen to the teacher for instructions

Repeat each line after the teacher

Watch the teacher explain the activity. Ask questions if needed.

Find partner Turn to Sheet #2 With your partner, answer the

following 3 questions on the board.

Discuss your answers

Now sitting with a partner, get students to turn to Sheet #2. Then the set of partners will work on these three equations that either are addition or subtraction-write them on the board- 165 & 150,(+) 95&54 (-) and 235&123(+).

Walk around while doing this to observe the understanding of the students

Once the teams finish, review the answers.

Exploration: (10 minutes)What the teacher will do: What the student will do:

Once this activity is done, explain to the students what they will be doing during the current class. “Now that we have mastered addition and subtraction of two and three- digit numbers. Now we are going learn to estimate”.

Explain what estimation is- “We want to be able to quickly and approximately find an answer. We don’t always want to reach for a calculator or a pencil when we are in the middle of the grocery store, so we use estimation to find a close enough answer. When we talk about estimation we use words like -“a little more”, “just about”, “between”, “little more or less than”.

Show the class a poster that will hang in the class to help them.

Talk about rounding up to the nearest 10. Ask a student when do we round up or down.

Listen intently to the teacher as they explain what will be going on for the rest of the current class so you know what the expectations are.

Explain how doing this can help us in our daily lives. For example- when shopping. If you have $50 and you are buying a sweater for $17 and a pair of boots for $21. Do you have enough money to pay for those items. Rounding the numbers to the nearest 10’s place and taking an educated guess- which is also called estimation, can help you find that answer without pulling out your calculator or Base ten blocks in the middle of the store.

The purpose of this class will be to introduce computational estimation.

Activities: (30 minutes)What the teacher will do: What the student will do:

This part of the lesson is split into stations. The pairs will spend around 10 minutes at each station.

Explain each station. Use online timer to visually

show the students Assign the students to certain

numbered stations that correspond with the numbers on their sheets.

Station 3- Sheet 3- Estimation Jar. Get the students to look at the items in the jars and take an estimation. Then they will count the items after they have taken all their estimated guess.

Station 4-Sheet 4- Word problems. The pair will choose

Students will turn to the corresponding page that goes with their station.

Work alongside their partner and complete the activity.

Ask the teacher any question or concerns you may be having

Be aware of the online timer every 10 minutes and change stations.

Listen to teacher’s instruction where each group will be going.

2- word problems and answer them on the provided sheet. They must write the question and show their work.

Station 5- Sheet 5- Roll it/ Round it- The pair share one game board. Students will roll the three dice and make up a 3-digit number. Once the roll the dice and make a number, they must round the number to the nearest tens place. Object of the game is to be the first to make a line of four in a row (horizontally, vertically, or diagonally) on the game board. If your opponent's counter is already on that number, you may not place your counter on the game board, and miss your turn.

Walk around the class to help students if needed.

Evaluation: (15 minutes)What the teacher will do: What the student will do:

Once finished the station activities have them return to their seat. No more partners.

Have students pull out final sheet called “Individual Work” and explain the partner work is over and this must be done individually.

They will now answer the following questions on the page titled “Individual Work”. They need to show their work and tell how they got that answer. They are allowed to use the Base 10 blocks to help.

Instruct students to complete page and then hand in the entire packet.

Listen to instructions carefully Working individually and

complete the quiz and hand in the entire packet when completed.

Make sure you tidy up your workspace.

Stage Three: Post Lesson Evaluation

Write down notes for next lesson/ next time this lesson will be used o What worked well for the lesson/What didn’t ? o Was time used efficiently? o What could be changed about the lesson for the next time? o Did the students grasp the content?o What did the students seem to enjoy?

References

Brunswick, C.G. (2017, October 02). Curriculum Development (Anglophone Sector).

http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/

curric/Math/Math-Grade3.pdf

National Council of Teachers of Mathematics. (2017). Standards and Position

Retrieved January 9, 2018

http://www.nctm.org/Standards-and-Positions/Principles-and-

Standards/Number-and-Operations/

Van de Walle, J.A., Karp, K.S., Bay-Williams, J.M., & McGarvey, L.M.(2016)

Elementary and Middle School Mathematics: Teaching Developmentally. Don Mills,

Ontario: Pearson Canada Inc.

Sheets

#1