SWBAT work on basic math skills.

Students will be working in stations creating a summer scene, working on basic math facts, and exploring SMP 2!

15 minutes

I’m going to be talking to the students about the expectations during stations, especially the independent station.

There is not much to say about the teacher station as I will be there directing the learning. During the computer station I’m going to remind the students to work a little beyond their comfort level. For example, if you are really good at your multiplication facts then don’t work in addition, subtraction, or multiplication. Try working with division and at a medium level. I’m leaving this up to the students to work at the level they are comfortable with because they are still practicing basic math skills.

The independent station requires some front loading. Tell the students they will be working in 2 groups of 4 and that each person in the group will have a job. The job of the group is to create a summer scene using various shapes. Before the activity begins, it may be a good idea to brainstorm some ideas. This job will change each round. Rounds consist of : deciding on a shape, cutting, gluing, and detailing. Once all of the jobs have been completed then the jobs will rotate and each person will have a new job. When you are assigned a job, this is the ONLY job you can do for the round. For example, if your job is to glue the object on the paper then you are responsible for the glue. No one else can touch the glue. Each group will need the following materials: Large construction paper, scraps of construction paper, scissor, glue, permanent marker, directions sheet.

Jobs:

Designer: chooses and draws the shape (scraps of construction paper/pencil)

Cutter: cuts out the shape (scissors)

Gluer: glues shape on large construction paper (glue)

Artist: adds detail to the shape (permanent marker)

Once everyone had has their turn, have the students rotate their jobs including the supplies.

60 minutes

**Teacher work station**: In this station the students will be working on a problem called Bake Sale from **Illustrative math**. This problem will need some prompting by me to get started and thinking. The students will need to figure out that in order to find the answer they will have to work backwards. This problem focuses on **SMP 2.** Students will be finding the expression and the reversing the operations to find the solution. In order to get the students thinking about this problem, I will begin by only responding to their questions with a question. Additionally, I will be using the “what does it mean” phrase to get them thinking about the words in the problem

**Independent work station**: In this station, the students will be working in a cooperative group to create a summer image using only shapes. The students should have a clear understanding of what the expectation is during this station as it was given to them during the stations talk at the beginning of this lesson. I chose this activity because it works on a skill I use regularly in my class: cooperative groups. This is different from a “group” project because each student will be responsible for completing tasks to get the job done. All students will have equal time and responsibility while they are working on this project.** (SMP 3)**

**Computer work station**: In this area students will be working with **funbrain.com**. They will be playing math baseball. Students can choose which facts they want to work on and at what level. (SMP 1) The object of the game is to answer questions correctly and earn runs. If they answer questions incorrectly, they get an out. I chose this web site because it is fun, allows for students choice, and practices skills they use in math daily.

10 minutes

I’m going to have students reflect on today’s station work. I want them to fill out a 3-2-1:

3 things that went well today

2 things that didn’t go well

1 thing I would do differently

I like to do this type of self-assessment because it allows students time to think and reflect about their learning. Students learn to take ownership.

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