November Session #2: 3 - 5

FOCUS: TASK ANALYSIS TO DRIVE INSTRUCTION/solving multi-step word problems

PROCESS for task implementation:

Selection: A task is selected per grade level. CKingEducation will select the tasks initially with the intention that we grow towards teacher selection of purposeful, rich tasks. 

  1. Implementation: Students and teachers are given the task to resolve. The task should not take more than 10 minutes for students to complete.

  2. Analysis: Teachers, with guidance from a facilitator, analyze each students’ work sample.  Teachers will be taught how to unpack what the student work means by naming math models, strategies and vocabulary used.

  3. Support: Based on the trends noted teachers, with the guidance of a facilitator, outline 1 to 3 measurable ways to address the identified areas of challenge.  Teachers also identify 1 pedagogical or content knowledge area that they need to gain a deeper understanding of.

  4. Assess: Teachers periodically (6 weeks, 3 months - 6 months) assess growth in targeted areas to determine if the measurable ways to address are working and if knowledge is being retained by students in the short and long-term

TASKS:

Grade 3: Julie counts by six to solve 6 × 7. She says the answer is 36. Is she right? Explain and show your thinking. (Mod. 3, Lesson 4, Problem Set #5, pg. 57)

Grade 4: Audrey and her sister found 9 dimes and 8 pennies. If they share the money equally, how much money will each sister get? (Mod. 3, Lesson 17, Application Problem, pg. 244)

Grade 5: Marisela cut four equivalent lengths of ribbon. Each was 5/8 of a yard long. How many yards of ribbon did she cut? (Mod. 3, Lesson 2, Problem Set #4, pg. 36)

Link to task slide deck Gr. 3 - 5

Problem Solving:

PROCESS for addressing multi-step word problems:

Grade 3:

Visualize/A Line at a Time:

  • A chef makes 65 cookies on Monday.

  • On Tuesday, the chef makes 18 fewer cookies. 

Original Problem: A chef makes 65 cookies on Monday. On Tuesday, the chef makes 18 fewer cookies.  Which equation can be used to find the total number of pastries (P) the chef makes on Monday and Tuesday?

A) 65 + 18 = P

B) 65 - 18 = P

C) 65 + 65 + 18 = P

D) 65 + 65 - 18 = P

Grade 4:

Numberless Word Problem/Questionless Word Problem: Jayden has some marbles. Elvis has ______ times as many as Jayden. Pressley has some fewer marbles than Elvis.

Visualize/A Line at a Time:

  • Jayden has 347 marbles.

  • Elvis has 4 times as many as Jayden.

Original Problem: Jayden has 347 marbles. Elvis has 4 times as many as Jayden. Pressley has 799 fewer marbles than Elvis. How many marbles does Pressley have?

Grade 5: Module 2, Lesson 15

Problem Solving Strategies: Act it Out/Make a Math Sketch

So what you are saying is…

Problem #1: A container of oregano is 17 pounds heavier than a container of peppercorns. Their total weight is 253 pounds. The peppercorns will be sold in one-ounce bags. How many bags of peppercorns can be made?

Problem #2: Each costume needs 46 centimeters of red ribbon and 3 times as much yellow ribbon. What is the total length of ribbon needed for 64 costumes? Express your answer in meters.

Link to 12 Strategies for Understanding Word Problems by Christine King

Christine King