Two Ways to Pay for Class Party Juice Boxes
3rd to 5th
Tutita M. Casa, Kathryn O'Connor, and Emma Dearborne
All materials should be placed where students can easily access them should they decide to use them at any time after the teacher presents the task.
Use the conferencing activity sheet (figure 3, p. 193) to record observations of students' progress and areas of struggle, including if they were able to resolve them during their partner work. Update your notes when students present their ideas to the class. The talk moves listed in figure 5 (p. 194) can allow you to better comprehend the depth of students' understanding, encourage continuous reasoning, and position them to determine valid mathematical ideas. If using a talk frame to facilitate a whole-class discussion, a photograph of the completed one can serve as an additional piece of evidence as you engage in the formative assessment process that can inform future instruction.
Ask the class to help calculate the cost of other party items, such as the food, or ask students to increase the number of cartons needed to accommodate an entire grade level. Have them write an informative/explanatory or argumentative (see Casa et al. 2016; Firmender, Casa, and Colonnese 2017) letter to volunteers, such as parents or community members, who have agreed to purchase the items for the party.
A further extension would be to ask students to create a small poster explaining their thinking. Have them present their solution to the class using the poster as a way to communicate rather than the teacher facilitating a discussion. Students also could go on a gallery walk where pairs can leave feedback for each other on their solutions.
Students will be able to identify various strategies to multiply a three-digit number by a one-digit number.
Students will be able to defend their solution strategies.
Common Core State Standards for Mathematical Content
CCSS.MATH.CONTENT.4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models (CCSSI 2010, p. 29).
Common Core State Standards for Mathematical Practice (CCSSI 2010, pp. 6-7).
SMP 1. Make sense of problems and persevere in solving them.
SMP 3. Construct viable arguments and critique the reasoning of others.
SMP 6. Attend to precision.
Inquiry + Math Workshop Model = Student Centered Success!Inquiry + Math Workshop Model = Student Centered Success!
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