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 Feast for 10

 Feast for 10 A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON UNIVERSITY Lisa Frattini Leslie Dunbar Becky Wyland Virginia Run E.S. Bull Run E.S. Virginia Run E.S. FCPS FCPS FCPS Katie Mirro Kerry Giffuni Virginia Run E.S. Virginia Run E.S.

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 Feast for 10

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  1.  Feast for 10 A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON UNIVERSITY Lisa Frattini Leslie Dunbar Becky Wyland Virginia Run E.S. Bull Run E.S. Virginia Run E.S. FCPS FCPSFCPS Katie Mirro Kerry Giffuni Virginia Run E.S. Virginia Run E.S. FCPS FCPS Mayra Olmeda Liz Taylor London Towne E.S. Bull Run E.S. FCPS FCPS GMU COMPLETE Center

  2. A Feast for 10Virginia Run E.S. Becky Wyland Kindergarten

  3. Lesson Goals • Professional Learning Goal: Students will be able to represent their thinking using mathematical models in order to demonstrate understanding of combining two sets. • Lesson goals: (both immediate and long term) Students will understand the concept of combining two sets and be able to represent at least one model with a sum of 10. WG

  4. Related SOL Objectives (2009) • Lesson Objectives: • MTH.KStandard 6: The student will model adding and subtracting whole numbers, using up to 10 concrete objects. WG

  5. Describe the Math Task • There are 10 kids sitting at the lunch table at school. How many kids are boys and how many are girls? Show as many ways as you can. EK

  6. Students Mathematizing CN

  7. Example of Students’ Work This student showed multiple solutions. This student used numbers and labels to show his thinking. TF

  8. Example of Students’ Work This student focused on the details of the problem rather than the mathematics. TF

  9. Analysis of student learning Evidence of Students learning… Common misconceptions revealed… JR

  10. Modifications and Enhancements • We added two anticipated responses • Communitive property • Patterns • Possible misconception: • Focus on unimportant details • Launching the lesson • Added Feast for 10 as a literature link and way to access prior knowledge • Give students time to work before giving them a recording sheet • Restate the problem before giving them a recording sheet • Offer scaffolded recording sheets. EK

  11. Modifications and Enhancements • Questioning • For teacher support, put questions on a page to use in class or post on the way EK

  12. What We Learned • Students given an open ended task, will use different approaches to solve the problem. • Some students need time to think before attempting the problem. • Students think about and use prior lessons/experiences to model their new thinking. • We found modeling to be valuable in focusing students on the task. • Students can become overly focused on recording their work and lose track of their mathematical thinking. • A thoroughly planned lesson with anticipated students responses allowed us to better understand the students’ mathematical thinking/understanding

  13. Further Questions to Explore • How much wait time is necessary for students to begin working before teacher intervention? • How a student’s prior knowledge affects his/her ability to perform successfully on the task?

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