Logic Factor Puzzles Lite is a great free ap that gets students to think by using a chart for comparison thinking ( introductions to proportionate thinking) and factor relationships. This supports 4.OA.A.1 of multiplicative comparisons, but intertwines factor pairs supporting 4.OA.B.1
I decided to try them out on this ap to see how well they are using their inverse relationship and factoring skills. I let them help each other. Stronger students supported lower level students by showing them how to move the squares to solve the puzzles. I noticed them using factor pair charts that are posted in my classroom.
The second puzzle in the ap starts them thinking about proportions. This is a little more challenging. When it was time to stop, no one wanted to!
Materials: Writing Worksheets
I prepared this lesson by thinking about what I had seen from my students as they had worked to learn how to divide 2,3,& 4 digit problems. I differentiated by ability and gave them the appropriate worksheet that fit their level of work at this point.
I opened the lesson today using this SB file, Writing Well About Division Using Place Value Understanding. I adjusted the last page so that there is a place for you to do a teacher write and think a loud.
Class Thoughts and Notes is a copy of the notes we took during the lesson so you can see how it unfolded in my class. We listed vocabulary words and brainstormed ideas in preparation for writing. My SB was giving me problems and I had to move to the white board and do my writing on the white board. As we try to master the division standard and learn to fluently divide, writing is a great way to support it. We are applying Math Practice standards throughout this lesson. I model ( MP 4) through the use of structure, vocabulary that I think should be used and let them see and hear my thinking as I wrote my sample on the white board. Explaining vocabulary is important, in my opinion, to start the process of writing about problem solving.
As I progressed, the next step was to solve a problem and talk about the meaning of entry points. Students chimed in as they helped me talk through the problem. We went step by step to solve and I wrote on the white board. My writing used the vocabulary on our list. I went back to the first page and modeled how I check to see if I had used the vocabulary well and that I was clear about what I was saying. This modeling helps my students understand exactly what is expected and alleviates some anxiety as they learn to write about their thinking.
I passed out papers discreetly to my students so that they didn't see that they were in different groups. I read directions out loud explaining that some may have different numbers for their digits. I encouraged them to think of this assignment as a quiz, so I expected them to plan what they would say on a separate sheet or an iPad. They needed to solve the problem first and then write.
I met with students as they wrote. As I worked with this young man, I wanted him to notice how important using the right vocabulary is to clarity and accuracy.Checking the vocabulary...using the right words. Throughout this process MP7 is being practiced because students are dissecting their division problem to explain and also practicing MP 6 & 8 as they attend to precision and look to express reasoning. I saw excellent progress this time in mastery of being able to explain process. 25 minutes was just enough time for all to finish, but not edit. I collected them for their portfolios and to quickly assess their work. Later, we will bring it out again to revise and edit.