Reflection: Student Self-Assessment Volcanoes and Math: Washington, Oregon, Idaho, Wyoming - Section 3: Wrap-Up


You’ll notice I do this a fair amount; I have students teach other students to do something.  I know that if this process is well-monitored by the teacher, students can really benefit from this type of interaction.  They have to break things down into their component parts and contrary to that saying, “Those who can, do, those who can’t, teach,” it’s the opposite.  You really have to deeply understand something in order to be able to teach it.  Think of the teacher or professor we all had that couldn’t simplify things.  They understood the entire process but weren’t able to task analyze to present it to someone new to the idea.  What children are being asked to do here is complex.  To teach another child, a student needs to make no assumptions and to follow through on all the steps.  This process is naturally facilitated by the fact that often the child they are teaching truly doesn’t understand everything yet.

  Students as Teachers
  Student Self-Assessment: Students as Teachers
Loading resource...

Volcanoes and Math: Washington, Oregon, Idaho, Wyoming

Unit 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)
Lesson 3 of 6

Objective: SWBAT will practice addition and subtraction with regrouping by independently searching a database for information about the last volcanic eruptions in Oregon, or Washington, Idaho and Wyoming. They will use this information to calculate elapsed time and record their data on a table and graph.

Big Idea: The advent of the internet has given us phenomenal access to real-world data that we can use to make practicing basic operations more relevant and interesting for students.

  Print Lesson
4 teachers like this lesson
Math, Numbers and Operations, Washington, Oregon, Idaho, technology integration, first week of school 4th grade, first week of school 5th grade
  60 minutes
Similar Lessons
Mental Math with Place Value
3rd Grade Math » Place Value
Big Idea: It is imperative that students have a strong understanding of place value in order to complete and communicate any given math task. This lesson invites them to re-explore strategies they have created prior to teaching standard algorithms.
Troy, MI
Environment: Suburban
Michelle Marcus
Multi-Digit Subtraction
5th Grade Math » Targeted Skills Interventions
Big Idea: Beg, borrow, steal? I think borrowing is best!
Grand Rapids, MI
Environment: Urban
Erin Doughty
Pumpkin Problems: Estimates to Actuals
3rd Grade Math » Subtraction
Big Idea: Critical to mathematical success is developing the sophistication of students’ strategies simultaneously with the teaching and application of key mathematical knowledge.
Phoenix, AZ
Environment: Urban
Diane Siekmann
Something went wrong. See details for more info
Nothing to upload