Reflection: Classroom Setup Designs with Nines: Patterns in Multiplication and Division (Day 2) - Section 2: Activity

Next time I do this activity I will make several changes.  In addition to the explanatory note I will send to the students' families, I think I will provide bags for students who don't have them at home.  About half of the students brought in everything together in one plastic bag and then had to spend at least 10 minutes simply separating all the items.  This was especially true for children with natural items and small pieces.  The students who came in with separate, labeled bags for each group of items had a much easier time and were immediately engaged in the process of manipulating the math facts.  As a teacher, I can't afford to lose the time that was spent while they sorted all their materials.  It's a small change, but it's essential.

Also, the next time I teach this lesson or a lesson like this, I'll have four or five sets prepared for the students who didn't bring in materials from home.  Sure, it's a logical consequence that they don't get to make the fun designs and have to use pattern blocks again, but the educational consequence was that they were sad and thus less engaged.  I solved it by pairing them up with children who had brought in materials.

Unless your classroom has a lot more room than mine, you will definitely need to photograph their designs so that they can refer to them in the final segment of this lesson, when they write their stories!

Extra Planning
Classroom Setup: Extra Planning

Designs with Nines: Patterns in Multiplication and Division (Day 2)

Unit 4: Introduction to Basic Division
Lesson 6 of 6

Big Idea: Repetition helps students build fluency with multiplication and division. The activities that contain the opportunities to practice their facts can be meaningful, creative, and open-ended.

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Standards:
Subject(s):
Math, Number Sense and Operations, Operations , creativity, Critical Area, division
62 minutes

Jennifer Valentine

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