##
* *Reflection: Connection to Prior Knowledge
Winter Recess Math Packet Review, Day 1 - Section 2: Group Work

As groups presented their problems, I realized that I needed to be give more specific directions with this lesson in the future in order to gain the intended results. Overall, I want this lesson to serve as a review, with students learning to be clear in their math work and better at explaining their reasoning. By leading and teaching a lesson, students are spiraling back to older concepts. By explaining their steps and strategies, they can transfer these reasoning skills to their math writing and better communicate their thinking.

Although I gave groups a 3-4 minute time limit, it was hard for them to stay within that range. Their explanations were lengthy and redundant. Their questions focused more on what the next steps were, rather than the reasoning of why.

In the future, I will spend some time discussing the components of a good lesson, ie., use of math vocabulary, guiding questions, etc. Rather than students just discussing their problem with their group, it is important for them to agree on how to show work in a clear manner. It is important for the spokesperson to use math vocabulary and be concise in their explanation. The elaborator should have some guiding questions prepared. I will clarify that the role of the summarizer is **not** to explain the problem again, but highlight the key ideas that students should take away.

*Group Presentations*

*Connection to Prior Knowledge: Group Presentations*

# Winter Recess Math Packet Review, Day 1

Lesson 1 of 3

## Objective: SWBAT explain their work and answers to their classmates.

*50 minutes*

#### Do Now

*5 min*

The Do Now serves two purposes. First, it is a review of dividing mixed numbers and word problems. Second, I will use the problem to model how to explain/teach solving a problem. This will be helpful for students in their group work exercise.

**Do Now**

Chris is cutting a roll of cookie dough into pieces that are 1/2 inch thick. If the roll is 10 1/2 inches long, how many pieces can he make?

Students will have 5 minutes to work through the problem individually. Then, I will guide them through the problem solving process.

*What are the important pieces of information given in the problem?*

*What math operation does the problem require? Why? How do you know?*

*How do we divide a mixed number by a fraction? What's important to remember?*

*Does our answer make sense?*

*expand content*

#### Group Work

*20 min*

Individually, students worked on the Winter Recess Homework over vacation. Students are seated in groups of 3 or 4, with at least one high level and one lower level math student in each group. I will assign each group 3 problems with the following instructions:

1) Compare your work and answers for your assigned problems with group.

2) If you disagree on your answers, discuss and compare your work with your group until you can agree on the correct answer.

3) If you agree on your answers, plan how you will discuss and solve the problem with the group. You may ask the class questions, but you should lead them through the solution.

4) Each problem you present should take 3 - 4 minutes, so be organized!

5) Each member of your group should have a role. Suggested roles:

Scribe - will show the work on the board

Spokesperson - will explain the work

Elaborator - will pose and answer questions from the class

Summarizer - will summarize key ideas

I will give students 15 - 20 minutes to prepare their presentations.

#### Resources

*expand content*

#### Group Presentations

*20 min*

I will call groups forward to present their problems. It is important to explain to students what is expected of them as groups present, because students tend to act silly when discussions are led by other students.

Group Presentation Expectiations

1) Listen without calling out.

2) If you have a question or disagree with the group, raise your hand.

3) Take notes if there's something you know is important to remember.

4) If you used another strategy, share when the group is finished presenting.

After each group has presented, I will add any comments or suggestions I feel are important.

*expand content*

#### Closing

*5 min*

As a class, we will discuss the problems that have been presented. Through discussion, I will assess the success of the presentations.

*What will you take away from the lessons today?*

*What do you need clarification on?*

*What types of problems did you have difficulty with?*

*expand content*

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- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry