Reflection: Developing a Conceptual Understanding Skittle Arrays - Section 2: Introduction to New Material


In this lesson a student does the majority of the modeling of how to build the array.  It is best to choose a student who is fairly mathematically proficient to do this modeling because he/she will be better able to explain his/her thinking for the benefit of the class.  By allowing a student to model the initial array, you help students do the majority of the "heavy lifting" and allow students to hear their peers explain their strategies using kid friendly mathematical language. Additionally, it pushes the student who is modeling to explain their understanding clearly. By allowing the students to do the majority of thinking, modeling, and explaining they are encouraged to think more deeply about the mathematical concepts.   

When I had a student model she was able to show how to make the array and then explain it to her teammates.  I then asked her teammates to ask her questions.  This process was an extension exercise for the student who was presenting and was engaging and useful for the other students who were watching and listening.  As students went back to their desks to work in partners I heard them using the same language to explain their arrays that the original presenter had. This ended up being a truly interactive process for my students of all ability levels. 

  Students Model Their Thinking
  Developing a Conceptual Understanding: Students Model Their Thinking
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Skittle Arrays

Unit 2: Arrays
Lesson 2 of 7

Objective: SWBAT build arrays using verbal and written directions

Big Idea: In this lesson students use knowledge of rows and columns to build simple arrays using skittles or other small objects

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11 teachers like this lesson
Math, Differentiation, Number Sense and Operations, Operations , multiplication, arrays, repeated addition, models
  45 minutes
1280px skittles candies pile
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