Effectivemodelsofteaching.weebly.com



The Synectics Stretch ModelLesson Title: Raccoons (Understanding Place Value)Targeted Grade Level: 2nd GradeSubject: MathematicsLesson Goals: The learner will use number and operations. The student will use strategies and methods of whole number computations to solve addition and subtraction problems. The goal is for students to solve one-step and multistep word problems involving addition and subtraction within 1,000 using strategies based on place value including algorithms. Students will apply mathematics to problems that are in everyday life. 2.4C and 2.1A (Exemplar)Lesson Objectives: The learner will use number and operations.The learner will use whole numbers and pictorial models to solve problem.The learner will solve problems using one-step or multistep strategies.The learner will use visuals and models to solve problems. Materials/Resources Needed:Ten Based Blocks to represent carrots and/or raccoonsGraph paper, markers, straight edges, and Math Journal (to record questions and answers).Optional: ipad with apps for presentationsLesson Components:Focusing Event: Phase 1: Description of conditionsThe teacher will read the “Raccoons” story to the class. The teacher will write the questions on the Smart Board. Questions: If the raccoons kept eating this way, how many carrots did I find in the bag after the7th raccoon had eaten? How can you be sure? Then teacher will model the problem solving using strategies (at least 2). Strategies include: Graphing, drawing a table, showing computation, or open number line. Phase 2: Students Suggest direct analogies and explore those relationship further in detailSynectics Stretch – Teacher will ask questions for student to think innovatively. - How is the raccoon like the carrot? How did you know that the raccoons ate that many carrots? How does this make you think that the raccoon likes the carrots? How is the problem solved? Why would we need to compare the number of carrots with the raccoons? Real World questions – How can I use this problem when solving adding or subtracting numbers? What did I learn from this? Could I compare other numbers? (Like my graph) – Maybe with money, time, or measurement. After the teacher assigns students to groups of two or three, students will use manipulatives, graph paper, and Math Journal. Students will draw model graph and use for answering questions. Students will show work in Math Journal. Phase 3: Personal Analogy – Students “become” the analogy described in phase 2The teacher will review students over the process of number and operations using place value. Teacher Tip: Teacher may want to review students using place value with a Ridiculously Rigorous story problem “Scuba Steve” (enclosed) to review students. “Scuba Steve” is like raccoon. Explain – How? If students are still having trouble with place value students should then practice with groups of numbers to solve problem. 1 Group of ten makes 10; 2 groups of ten make 20; 4 groups of ten with 7 ones makes 47. Students will discuss findings with classmates and write down solutions in Math Journal. Teacher will examine answers and group discussions. Phase 4: compressed conflict – within analogy elicit conflict or contradictionsTeacher will allow think time for students add and subtract numbers in the 2, 3, and 4 digit. Students will discuss solutions and work on changing the number of raccoons/carrots for challenging version. Synectics Stretch – Students will come up with their own questions to problem. Teacher will do a formative check. Teacher Tip: Teacher may give each group a different numbers to solve the raccoon story problem. Teacher will instruct students to use all Math language: hundred, digit, standard form, word form, order, least, compare, compose, thousand, expanded form, number word, and place value chart. Phase 5: Generate and select another direct analogy based on the compressed conflictGroups will use graph paper to chart findings. Students will include: graphic organizer, 3 to 4 sentences describing their findings, and/or a picture. Teacher will allow groups to discuss, record questions/answers, and share out with other groups. Teacher will do a formative check. Phase 6: Students move back to original task or problem and use the entire experience to analyze meaning Each group will present findings. Students will ask the questions during presentations and give time for classmates to respond. Groups should assign one person to record questions that may apply to solutions (make sure that they use manipulatives). Groups should model their findings. (Teacher Tip: Students could use smartboard to use as a visual or ipad to record presentation) Teacher will respond to groups according to answers. If needed teacher will reteach using sets of 2, 3, and 4 digit numbers. Summative evaluation - Teacher will ask students to write a story problem with raccoon and carrots. Students will write their new problem in their Math Journal. Modifications Suggested for English Language Learners: If needed, ELL students might be grouped with students who have a firmer understanding of both English and the ELL students' first language in order to aid them in communicating with their group during activities. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download