Friday, September 26, 2014

Student Samples: Patterns to 100

Below are examples of student work from the Patterns to 100: Skip Counting lesson. Throughout the lesson there was about a three way split (25%/25%/50%) among levels of understanding. A little less than 25% were able to see the patterns, but were really struggling with identifying why the patterns were occurring.  The second 25%+ saw the patterns and were able to relate the patterns to the concepts of numeracy and sequence.  Often this subset seemed to lack the ability to put their thoughts into words.  The final 50% were able to take it a step farther and relate the number patterns to place value.

Student Examples:

After looking at the samples, there was a clear need to have some time for learning dialog. We took a break and came back to the over arching idea of 100 patterns at a later time.  Students viewed a quick Brain Pop Jr. video about patterns to 100 & then shared in think pair & share conversations about what patterns they personally observed on the 100 chart (rug). 

This was followed up with an independent task and small group discussions that utilized Mathematical Practice # 3 Construct viable arguments and critique the reasoning of others.  This was a great opportunity to solidify understanding and address misconceptions.  Discussions included a large amount of peer feedback and accountable talk.  There were quite a few Ah-ha moments as students built schema and participated in bridging dialog.  

Instead of using the text book quick check, this mini lesson utilized a revised quick check/exit slip. Notice that the question is contrived to illicit a more explicit response from students. This was intentional to gain a more definitive overview of their conceptual understanding (2.NBT.A.2 & 2.NBT.A.1).

Quick Check Prompt:  Madison counts 22, 24, 26. Zane says 28, 30, 32.  Which three numbers come next in the pattern?  How do you know?

Student Examples:

Thursday, September 18, 2014

Patterns to 100: Skip Counting

Many elementary teachers like to save that all about one hundred book for the 100th day of school. I challenge you to grab your favorite book about one hundred and use it earlier.  This is the perfect "hook" to up the game in your classroom.   Use this resource to spark learning dialog about patterns and place value!

There are so many great books about one hundred it's hard to choose and you could substitute any of them for the following lesson plan...

This lesson will begin with 100th Day Worries by Margary Cuyler.
This lesson was approached with the mind set of universal planning.  For those unfamiliar with this phrase, it's basically planning with the end goal in mind.  

This lesson's goals & Objectives all stemmed from Tennessee State Standards &  NCTM focal points.

CCSS.MATH.CONTENT.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
NCTM Focal Points: Use number patters to extend the knowledge of properties of numbers and operations.

What are the desired outcomes of this lesson?  
Two goals were identify .  The goals are both measurable and attainable.  Goal 1 is a foundational skill that provides insight into student understanding. Goal 2 taps into essential understanding. It attempts to build schema between foundational skills and the larger concept of place value. 

1.  Counting and place-value patterns can be seen on a hundred chart.
2.  Digits and place value are relational; this relationship determines the value of any given digit based on the magnitude of the place value.

Brainstorming assessing and advancing questions was the next step.  This was important because it ensured a foot hold on where this particular lesson falls in the trajectory of learning for students.  It allowed for planning of differentiated moves and contributed to the artful movement of facilitation.

Advancing and Assessing Questions:
What are some patterns that you have seen at school, outside, or at home?
·      Explain patterns that you have identified.
·      What is the value of digits in the ones/tens/hundreds place?
·      How does the position of a number affect its value?
·      What number patterns can be identified on the hundreds chart/number line?
·       How can you create number patterns using skip counting/rote counting/hundreds charts?
·      Can you predict how this number pattern will continue?
·      Looking at the number pattern and using the hundreds chart, how can we predict what will come next?
·      How can the pattern be extended?
·      What do the number patterns look like on the hundreds chart (describe)? Why?

Finally I wanted to ensure that I kept my students' interest. I did this by incorporating an iPad app and a book/board game that reinforced the targeted skill. 

Hundred Chart App:
Book/Board Game adapted from Envision resources:

Downloaded this lesson plan and/or the accompanying smart notebook document via Mrs. Dowell's Teaching Resources Wiki or the second grade shared resources wiki.  Grab your favorite all about one hundred book and dive in. Feel free to take this lesson plan and make it your own.