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Class 3 Problem-Solving Lessons

Grade level Base Groups

Karen, Anna, Abigail, Kayleigh Katelyn, Kathryn, Constance, Andrea, Jenni Laura, Marie, Charlotte Tracy, Jennifer, Molly

Kallie, Maria, Erika, Erin

Learning how to tell time

First option - Worksheets

Math Primer
The Broken Clock Shop Which clock should Frances buy?

12
9 3 9

12
3 9

12
3

6
ONLY THE HOUR HAND WORKS

6
ONLY THE MINUTE HAND WORKS

6
ONLY THE SECOND HAND WORKS

Learning how to compute area and perimeter

First option worksheets

Fencing Task
Your neighbor wants you to build a pen to keep rabbits. They have 24 feet of fencing with which to build a rectangular pan to keep the rabbits.
If your neighbors wants the rabbits to have as much room as possible, what dimensions should the pen be? How would you determine the pen with the most amount of room for any amount of fencing?

Who cares?

Who cares?
Remember that learning requires engagement. Engagement requires thought. Thought requires cognitive demand. Therefore, the higher the cognitive demand, the more learning that will occur.

Looking at Smith & Stein (Selecting Math Tasks) for the four levels of tasks

Also

Atkins
Whats this? A right angle. Whats this? A left angle. Whats this? Not an angle. Whats the moral of this story?

Kabiri & Smith

The challenge of using the textbook is making sure that you can reach all students both the higher and lower levels of knowledge and ability.

The key
The key is allow different approaches as opposed to just one procedure

Measurement Doing Math

Instead ofFind the volume of an aquarium with dimensions. Design the best aquarium that can hold 24 cubic feet of water. Explain why these are the best dimensions for an aquarium that will go in the teachers longue.

The Goal
The goal is to shift the focus from what the teacher is doing to what the students are thinking. This is why formative assessment (analyzing student work / ideas) is so important.

Also remember
The goal here is to be realistic. You want to write and teach a unit. This is no longer theoretical. But you also want your students to learn. Lets try to strike a nice balance. Dont go crazy and get overambitiousTweak the task just a little bit to increase the cognitive demand.

Bonus points
As you try to increase the cognitive demand of the task, also try to increase the cultural relevance of the task. Can you incorporate students interests? Prior knowledge? Cultural / daily activities? If so, you make your task even more engaging.

Activity

In groups, present the math task you have. In groups, try to brainstorm ways to increase the cognitive demand of the task.