A Student Driven Review
Lesson 14 of 14
Objective: SWBAT work collaboratively to create a study guide for their quiz.
I told my students that today we were going to find the most important things to remember from our learning about how to read and write numbers, and they could create a review for our upcoming quiz on ways to write numbers.
Let's Go!: I grouped students together in groups of 4 or 5. They were sitting so that all can see each other and can be heard by one another. I asked them to explain which Tribes Agreements we are using. We decided that "Mutual Respect, No Put-downs, and Attentive Listening were going to be essential for us all to succeed in our student driven review. It was agreed upon that they needed to treat others the way they wanted to be treated because maybe someone in the group will not agree with ideas. With that, we were ready to discuss our task further.
I explained that they should select a note taker or appoint one. I told them that they should should take turns doing this job on each round to keep everyone engaged. They should also select a speaker to share what they want us to know. They may use any learning resources they have ( notes, movie clips on their iPad, their book, etc.)
I gave them them a few minutes to get themselves ready to work. They chose their note takers and got their notebooks out for reference. Notes had been taken in prior lessons with strategies listed to help them in mastering the standard.
I directed the groups to : Choose the most important details to remember about creating numbers in Word Form, Standard Form and Expanded Form.
Using Word Form for your first topic, discuss and write down the most important steps to fluently write and read in word form. The note taker will write down what your group decides everyone should know. I will give you about 5 minutes. You will choose just one to share when the time is up.
*I gave them 5-7 minutes and roved the class to monitor how they were doing. I chose not to interrupt or guide them in their answers. They were working cooperatively and well. Note takers were busy and the work was productive as they discussed word form.
When I saw they had finished listing their ideas for Word Form, I stopped them and asked them to start working on Standard Form. I gave them the same amount of time to work and then stopped them again to proceed with listing ideas for Expanded Form. Decisions being made about expanded form shows a group working together. I appreciated the dialogue and listening as I could judge that the standard would be met and they had a clear understanding of what they should have learned.
The groups worked at the same speed and I stopped them when everyone seemed to be finished and explained that we were ready to proceed with sharing our ideas.
The Whole Group Decides
Sharing to Create Our Study Guide: When I noticed that everyone was ready we began sharing one group at a time and one topic about notation at a time. This process was repeated with my guidance, through each of the forms of numbers with these concepts listed:
Converting standard form to word form
Expanded Form from standard form
Word form to expanded form
I asked them to share the one thing that their whole group thought we needed to remember as we listed for each topic above. I asked the class each time, if they agreed on the shared idea. We voted as a class for each idea. If someone disagreed, we discussed why they thought it wasn't important. After we agreed, I told them to write it in their notes as I wrote it on the white board. I noticed that my students generally piped up and agreed out loud even before I asked because they are so engaged and like discussion. Sometimes I heard "aw...that's the one we chose!" I just ask them to try to come up with another one and tell them that it was a great idea.
After this process was complete, students had a very comprehensive, self created study guide that is meaningful to them! They think that they thought up all of these ideas on their own and therefore, take ownership in their review and learning. At the end of the list, I checked to see that all concepts in mastering standard 4.NBT.A.2 were there. At this point, I discussed what common mistakes can be made in each of the number forms. I asked them to share how they thought that they had grown and how they will remember not to make mistakes. There was much discussion about expanded form, as that seems to be difficult for them in place values above ten thousand. But they all agreed that they had great notes in their notebook for a study guide!
Practice quiz for reading and writing numbers to one million. I designed this quiz to cover the topics we discussed today. Students needed a formal piece of paper like this to focus their study. It was good for my students to learn to use their notes they had created, and then transfer this knowledge to this "mock" test. It will give them good practice and help them to understand the importance of study as well as the importance of their accountability for their mastery of the standard.
I wrapped this lesson up with asking them how they felt about setting up their own study guide? It is their first official quiz with me and I know that some have had really bad experiences with math quizzes in the past and fear failure.
I asked them about how they have taken responsibility for their own learning and the mastering of the standard? Now, with CCSS, I think it is really important to talk to them about how the focus is not just on grades, but on mastery of standards. I encouraged them by telling them that study was essential to their mastery of the standard for this quiz, but that failure did not mean that we would just move on. I explained that they would grow at different rates and that they would be able to master the standard before they would go to fifth grade. We were focusing on learning through CCSS.