Katherine Chanler

Lesson 2 Revision
November 9th, 2016
Central Focus: To practice engaging in productive conversations about math and use math talk
to help us reason and solve problems.
Lesson Objective: Students will be able to explain their mathematical reasoning when solving
word problems. Students will be asked to engage in conversation about what the problem is,
what the steps are to solve it, and why the operation used worked.
Standards:
CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
rounding.
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.
Prior Knowledge: Students understand place value of whole numbers up to 1 million, rounding
whole numbers, and algorithms for addition and subtraction, multiplication . Students are fluent
in multiplication facts up to 100 and have gained familiarity with factors and multiples of whole
numbers up to 100.
Materials & Media: smart board, document camera, lesson activity sheets, notice wonder
image.
Lesson Tasks
Introduction: Today we are going to practice talking about our mathematical thinking out loud.
First we are going to try an activity that my professor taught me called, Notice, Wonder.
Warm Up: Notice, Wonder (10 minutes)
Instructional focus: estimation
Put up the selected image on the smart board. Ask students to silently look at the image for a few
moments. Ask, What do you notice? Call on a few students, then ask, What do you wonder?
What questions do you have?
I wonder how tall the tree is.

How could we make an educated guess using the information we have on the picture?
Turn and talk to your partner to share some ideas.
What do we know? What could we use to help us measure the tree?
Look for ideas about estimation. Ask if anyone else thought of another way to figure out about
how tall the tree is.
Reveal what the image is.
Meet the President.
The giant sequoia tree in Nevadas Sequoia National Park is 3,200 years old, has 2 billion leaves
and stands 247 feet tall.
Conclude Discussion: What math norms did we practice during this activity?
We practiced making observations and asking questions. How do this this relate to
solving math problems? Why am I calling it a math norm?
Because it is something I want you to always keep in mind when doing math, I want it to
become something you normally or automatically do.
Development: Shoe Problem (25 minutes)
I would like us to continue to practice our math norms and math talk while working in pairs. I
have found a challenging problem that took me a while to figure out so do not get discouraged if
you do not have an answer right away.
*** Emphasize expectations: Before trying to solve, like our Notice, Wonder image, I would like
each of you to just look carefully at the problem. Talk to your partner about the things that you
notice. Then write them down on the activity worksheet.
Each group will have one copy of the puzzle and each partner will have their own worksheet to
record their observations, questions, and process that you as a team used to solve the problem.
I will walk around the room to visit each pair and observe how students are working together and
talking to each other to solve the problem.
Culmination: Whole Group Discussion (10 minutes)
How did it go, working with your partner to solve this problem?
Did your partner notice something that you did not?
Did you agree on a procedure to solve it?

How did you solve it?

I purposefully chose this challenging problem because it helps us practice thinking more about
our reasoning rather than just following steps that we have memorized. Raise your hand if you
enjoyed this activity. I would you want to try more like it in the future. When we use our
collective reasoning skills and positive math norms like the ones we practiced today we may all
surprise ourselves by how much we can figure out and how fun doing math can be.

Notice, Wonder

Perfect Pair
Each shoe represents a digit (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). The style of shoe always represents the
same digit in all of the number sentences. Examine the number sentences.

Pair each shoe with a digit. Explain your reasoning.

Problem of the Month Perfect Pair Silicon Valley Mathematics Initiative 2010.This work is licensed under a Creative Commons AttributionNonCommercial-NoDerivatives 3.0 Unported License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).

Name:_________________________________________Date:_________________

Perfect Pair Worksheet

What do you notice? Record observations that you and your partner have made to help you
solve the problem.
1.)___________________________________________________________________________
______________________________________________________________________________
2.)___________________________________________________________________________
______________________________________________________________________________
3.)___________________________________________________________________________
______________________________________________________________________________

What do you wonder? In other words, brainstorm questions you have to help solve the
problem.
1.)___________________________________________________________________________
______________________________________________________________________________
2.)___________________________________________________________________________
______________________________________________________________________________
3.)___________________________________________________________________________
______________________________________________________________________________

Record the steps that you did to solve the problem.

Step 1:
Step 2:
Step 3:
Step 4:

The Perfect Pairs

Pair each shoe with a digit (0,1,2,3,4,5,6,7,8,9). Explain your reasoning.