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Arranging Chairs Lesson Plan A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON UNIVERSITY Fiona Cobb Rolling Valley ES Fairfax County Tanya Matyi Lynbrook ES Fairfax County Mary Randolph Springfield Estates ES Fairfax County Clare Daly Springfield Estates ES Fairfax County Jennifer Moore Kings Park ES Fairfax County Pat Schreiber Kings Park ES Fairfax County GMU COMPLETE Center Anita Magrath Springfield Estates ES Fairfax County Arranging Chairs Lesson Study – Rolling Valley ES Fiona Cobb, Host Teacher Third Grade Lesson Goals Professional Learning Goals: Effectively teach multiple approaches to problem solving Learn to anticipate the individual needs of students and plan guided responses Work collaboratively to understand and apply the process of Lesson Study Lesson goals: (both immediate and long term) Students will understand build the foundation for the communicative property Introduce students to rectangular arrays Long term – these concepts will be the foundations for learning about area, multiplication, multiple arrays (factors) WG Related SOL Objectives (2009) Lesson Objectives: SOL 3.6 Students will represent multiplication and division using area models and sets, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor five or less. WG Arranging Chairs Puzzle Students were asked to arrange 12 tiles into straight rows for an audience to watch a play EK Students drew and labeled arrangements on graph paper Students Mathematizing CN Example of Students’ Work This example of student work shows all of the arrangements labeled. Students worked in pairs to find the arrangements. TF Analysis of student learning Three levels of understanding: Level One: Missing arrays One-by-one counting or skip counting Analysis of student learning Level Two: Breaking tiles into groups Analysis of student learning Level Three: All arrays Multiplication Modifications and Enhancements Using sticky notes instead of SmartBoard tiles Modeling task with actual chairs Extended time Emphasize key vocabulary (rectangle, down, across) EK What We Learned collaborative planning process assessment to focus instruction revisions led to a better lesson students enjoyed making mathematical connections student conversation led to deeper understanding Further Questions to Explore Do bigger numbers have more arrays? Is a 6 by 2 array the same as a 2 by 6 array? Is there a way to predict how many arrays a number will have?