## Mystery Problem: Math Checklist Self Assessment Rubric II.pdf

Math Checklist Self Assessment Rubric II.pdf
Lesson Plan

The Checklist/Rubric is an assessment tool students use to convey where they are with their task for the lesson or team task. The checklist has indicators students select from: starting to [understand], not yet, and Yes! The rubric is checked off as the team progresses through the lesson and at the conclusion they evaluate how they did. Using this rubric with student friendly language allows students to determine what there next steps may be during a lesson, provide constructive feedback to one another, or consider what they need work on to be ready for the next lesson.
Lesson Plan

The Checklist/Rubric is an assessment tool students use to convey where they are with their task for the lesson or team task. The checklist has indicators students select from: starting to [understand], not yet, and Yes! The rubric is checked off as the team progresses through the lesson and at the conclusion they evaluate how they did. Using this rubric with student friendly language allows students to determine what there next steps may be during a lesson, provide constructive feedback to one another, or consider what they need work on to be ready for the next lesson.

Whole-Group Instruction

# Mystery Problem

This strategy is a biweekly problem solving investigation on recently learned content. Typically students will be given sample scanned answers that I have hand selected. These problems have been previously solved. Students meet on the carpet for the mystery problem reveal. We also cover what the goal of our session will be using a checklist/success rubric. They are then dismissed to investigate in teams. The students select manipulatives to discuss, develop an agreed upon idea, and critique which student(s) response they agree with/why. If a team finishes early they can work on they "Step ahead" which is harder differentiated task. Finally they use the checklist to self reflect if they were successful during the mystery problem session.

Strategy Resources (3)
Students In Action

Lesson Plan

The Checklist/Rubric is an assessment tool students use to convey where they are with their task for the lesson or team task. The checklist has indicators students select from: starting to [understand], not yet, and Yes! The rubric is checked off as the team progresses through the lesson and at the conclusion they evaluate how they did. Using this rubric with student friendly language allows students to determine what there next steps may be during a lesson, provide constructive feedback to one another, or consider what they need work on to be ready for the next lesson.
Student Work Sample

The sample slides show the progression of the mystery problem. We start by revealing and reviewing the self-assessment checklist, consider what we know about the topic and move on to the mystery. Within the mystery problem slide, students determine which student written solution from their math journals is correct by solving the problem in their teams. Students are free to select any manipulatives we have available during the mystery problem team time.
Students In Action

Lesson Plan

The Checklist/Rubric is an assessment tool students use to convey where they are with their task for the lesson or team task. The checklist has indicators students select from: starting to [understand], not yet, and Yes! The rubric is checked off as the team progresses through the lesson and at the conclusion they evaluate how they did. Using this rubric with student friendly language allows students to determine what there next steps may be during a lesson, provide constructive feedback to one another, or consider what they need work on to be ready for the next lesson.
Student Work Sample

The sample slides show the progression of the mystery problem. We start by revealing and reviewing the self-assessment checklist, consider what we know about the topic and move on to the mystery. Within the mystery problem slide, students determine which student written solution from their math journals is correct by solving the problem in their teams. Students are free to select any manipulatives we have available during the mystery problem team time.
Freddy Esparza
Los Angeles, CA

Prep Time:
Moderate
Subject:
Math
##### Similar Strategies
Small-Group Instruction

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

Routines and Procedures

I use "call and response" strategies for a variety of purposes in my blended classroom, most of which involve getting my students' attention and reinforcing core concepts of the day's lesson or our school's mission. I use the Focusing Call and Response strategy, which consists of using more than one call and response chant, whenever I need to signal a major change in the mode of instruction or any other time I need to get my students' attention quickly and respectfully. The strategy engages my students and helps them work together to achieve 100% compliance with any instructions I may give. This strategy is especially important because there are so many transitions in my school's blended learning model.

Mindsets

A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Jeff’s mindsets have helped to shape his blended instruction.