##
* *Reflection: Accountability
Tic Tac Toe: Student Constructed Review - Section 4: Practice: One more time!

This lesson helps students understand how much they have learned and how far they have come. It serves as a way for them to see what they still need to work on just before a test. I like the Tic Tac Toe board for many things. I used to use it as more of a general skill review or an introduction type of game. But incorporating it as a tool for a student constructed review has been a really rich experience. Not only do students benefit, but I could see what parts of the standards my students still struggle with. There is a point you have to let go and reveal students accountability completely. Throughout this unit, I have referred back to the standards with each lesson. It is written on my white board until the lesson is over.

The Tic Tac Toe Board is a very visual way to see the standards together. If I were to close differently, I might group students to create their own board and then have them work in small groups or rotate students to make it more interesting.

*Good Way to Use Tic Tac Toe Board*

*Accountability: Good Way to Use Tic Tac Toe Board*

# Tic Tac Toe: Student Constructed Review

Lesson 13 of 14

## Objective: SWBAT identify and understand place value, word problem strategies and addition skills that are needing practice just before the test.

*60 minutes*

**Materials:** Smart Board & Student Notebook

*I like to do guided student constructed reviews because this gives them a sense of control over what is expected on the test. A tic tac toe board is an easy way for students to pick out what they are struggling with and allows them then to choose activities that support the weak areas. *

Set up the Tic-Tac-Toe game: I told my students that tomorrow was test day and that I saw good progress in mastering the standards. Today we would construct our review in the form of a grid that looks like a Tic -Tac -Toe board.

I drew the grid on the blank Smart Board Notebook page.

I then drew their attention to the posted goals (listed below) on the white board board to review. This helped guide their thinking in order to create the tic-tac-toe board. *These goals have been posted on the white board for us to refer to as the unit progressed and based upon the standards.* I explained we would create problems for each of the tic-tac-toe boxes that would represent each of these goals. *For example, one of the boxes will contain a multi-digit number up to the millions place for rounding.*

**Our Standards Based Goals** (as listed on our white board all through the unit)

* Read fluently and write multi-digit numbers in standard, word and expanded form.

* Fluently add multi-digit numbers.

* Fluently round multi-digit numbers using the numberline or rhyme.

* Understand that rounding a number means finding the benchmarks and creating a number closest to the benchmark.

* Using rounding skills, estimate using addition.

* Compare multi-digit number using < > and = correctly.

**We also discussed and noted strategies learned**

* * Know how to fluently write and solve addition equations from a word problem using KWS strategy. ( What do you know? What do they want to know? and How do we solve it?) *

*Start, Change and Result ( Addend, Addend Total and Math Mountains) *

I told them that I wanted them to think of examples or use examples from their practice work to help me fill in the board so we have a complete review in our grid. I asked them to jot ideas on a sheet of paper and use their notebook notes for ideas.

*expand content*

**Set Up the Board:** I gave students about 5 minutes to go through their old quizzes, notes and practice work and collaborate with table mates to get ideas and create problems.s

When I got ready to start the review I asked: What would **you** like to start with? I explained that they could start with any goal they would like.

One hand went up. This student wanted to start with comparisons. He set up the first two multi-digit numbers to compare in one square, and I wrote two more so that a variety of values were shown.* We had filled one square with three examples to solve. My students struggle with similar numbers like 366,663 compared with 366,336. So for them to remember that we need to consider each value of each place value, I wrote a comparison like that.*

I asked the first student to choose another student to contribute another square with a different problem in the tic -tac- toe. The next student wanted to write numbers to round. Again, they did the first one, and I added in others to be sure a variety of place values were there for plenty of practice.

We continued, building the practice board until an example from each goal from the standards that are written on the white board were represented. I wrote the word problem and set it up this time. *I know that they are weak in this area yet. But, I could see from their contributions, what they thought was important and that it lined up with the standards they needed to master. I could see they had a clear concept!* *Now, if they could just be able to show me they completely understand rounding and expanded form! Student Constructed Tic -Tac- Toe Review*

**Independent Task:** I asked them to choose the three boxes that they thought were their most difficult areas to master and try to solve them in their notebooks or on a loose leaf paper. *They would need these problems to study from tonight after we go through each problem for the review.* They quickly got busy. *I ran off a copy for two of my students who do not transfer the board to paper well so they had it next to their notebook.* I roved around the room, checking on each student as they worked.

#### Resources

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#### Self Evaluation and Review

*20 min*

After roving around and seeing that everyone had at least three squares practiced, I decided it was time to get the whole-class review going. I asked for a volunteer to start us off. One boy raised his hand and we began with comparisons. We worked through each square. I asked for "thumbs up" responses between each square to be sure everyone understood the concepts. I asked about "common mistakes" and pit falls that we could gravitate towards. The answers came fluently from the class! We made a list.

" Line up numbers."

"Don't round the answer"

" Make sure you spell number words correctly and add hyphens."

"And commas" ( in word form).

*And what about stretching out the number in expanded form? Would they remember? *

**A Peek in the Classroom: Place Value Talk in Expanded Form***(We all had on our pajamas today to celebrate " Red Ribbon Week: Don't Do Drugs" week.) *This video clip shows me coaching students to use place value language in explaining the expanded form of the number. One technique I use is that the students include all place values, even the zeros and then go back and rewrite the expression eliminating the zero values. That way, they don't forget to include all of the values. It keeps them from consolidating in places. as shown in the photo. Slinky common mistake* revealed that expanded form was going to be an issue for some. Rounding is another area that I could see that students needed more practice.*

**Closure: **I closed the lesson with asking students to share where they think they had their most growth in learning? We took a hand vote and the expanded form won for most growth. This lined up with my pre-assessment results that told me that no one knew expanded form. I asked if they felt confident in taking a test tomorrow? Most said they were happy and ready to test. I asked if they liked making up their own review. I got a resounding "yes!" One girl said that she likes having the goals on the board for her to see every day.

*expand content*

#### Practice: One more time!

*10 min*

I expressed that I thought rounding and expanded form could use some practice. So, I assigned IXL Math (Be sure it is set on CCSS.) I assigned 30 minutes on any area they felt they were weak. I suggested they practice the rounding assignment and then create an expanded form of the original number they rounded. They were to write all of their practice on paper for me to see.

I like IXL because it is a good online resource that fits students needs. I can differentiate using it very easily.

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##### Similar Lessons

Environment: Suburban

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Environment: Urban

Environment: Urban

- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: How Much IS a Million? Gaining confidence and fluency in reading numbers to one million.
- LESSON 2: I've Got Your Number! Writing Word Form From Standard (or Numeric ) Form Using Phone Numbers
- LESSON 3: Oh Baloney! Incorporating Large Numbers into Tall Tales
- LESSON 4: Expanded Form: Stretching that Number Out from Real World Text
- LESSON 5: RTI Expanded Form: All Hands on Deck!
- LESSON 6: Reading and Writing Numbers: I Own This Standard!
- LESSON 7: Feed the Frog: A lesson in understanding how to use place value to compare numbers.
- LESSON 8: Creating a Menu Using Rounding and Estimation Skills: Enrichment or Whole Class
- LESSON 9: Understanding the Why of Rounding
- LESSON 10: Estimation: Putting rounding skills in action using real life examples.
- LESSON 11: Prep for CCSS Assessments: Explaining Estimation in Writing Part 1
- LESSON 12: Prep for CCSS Assessments: Explaining Estimation in Writing Part 2
- LESSON 13: Tic Tac Toe: Student Constructed Review
- LESSON 14: A Student Driven Review