Block 2

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Block 2
by Hannah McComie

Identifying Information
Lesson Information
Classroom Teacher: Mrs. Voce Grade: 3rd Date lesson will be taught: October 19, 2012 Subject: Mathematics

Stage 1 - Desired Results

Goal/Big Ideas
Problem Solving

Essential Questions
What do you do when you are trying to solve a problem?

Standards
NCTM-S.PS.3-5.6.1 NCTM-S.PS.3-5.6.2 NCTM-S.PS.3-5.6.3 NCTM-S.PS.3-5.6.4 STANDARD: Build new mathematical knowledge through problem solving [Problem Solving] STANDARD: Solve problems that arise in mathematics and in other contexts [Problem Solving] STANDARD: Apply and adapt a variety of appropriate strategies to solve problems [Problem Solving] STANDARD: Monitor and reflect on the process of mathematical problem solving [Problem Solving]

Stage 2 - Assessmen Evidence

Performance Assessment
n/a

Other Evidence

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Block 2

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Group discussion: We will review the problem as a class.

Self-Assessments
Group discussion. Peer review.

Stage 3 - Learning Plan

Learning Activities

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Block 2

https://c1.livetext.com/doc/8062308?print=1

How will you help students to know WHERE they are headed and WHY e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from? How will you HOOK and HOLD students through engaging and thoughtprovoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks? What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]? How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc]

E T O

-When the students walk through the door, they are to sit down at their desk. On their desk will be a white board and a tissue. -The students will be asked to take out their dry erase markers. The students will be told that we are about to do the problem of the day. Students who do not have a marker will be given a marker. (W) -The students will then be called by their row to go to the rug and get started on the "problem of the day". -The students will have about 5-10 minutes to work on the problem. (E1) -We will then review the problem as a class. (R, E2) -The students will practice using the problem solving method called "PEPSE". (R, E2)

Attachments

Problem_of_the_day_2_7.pdf

Resources
Reading Street: Scott Foresman
Teacher's Edition

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