Problem Solving Practice (Day 2)
Lesson 4 of 5
Objective: SWBAT rotate through problem solving stations to increase fluency and accuracy.
Ok, who thinks they’re going to do better today than yesterday? Who has a new goal for themselves today? Why would our practice yesterday help us do better today?
My focus is not on students 'beating' each other on how many problems they solved, but for students to focus on their own personal best and the best work that they are capable of doing. Especially for students who continue to struggle, it's important for me to reinforce our own 'personal best' and how we all do things our own way.
Just like yesterday, when you get to your table, you may take out your math journal and get all ready to go. I’m going to set the timer and when I say go, you may begin. Remember, you are going to try to challenge yourself to finish as many problems as you can. We are working towards our own personal best, not anyone around us! (MP1)
I also pull a small group today based on yesterday's work. I have a handful of students who require a bit more reassurance and guidance from me, so it's important that those students get time to ask questions and gain confidence in a smaller group setting.
Give yourself a thumbs up in front of your heart, for only you to see, if you beat your score from yesterday? Who can tell me what helped them solve today?
One thing that students repeatedly respond about is the ability to look around the room and find ways to help themselves work through a problem. Instead of seeing me as the only one who can answer a question, it's important that my classroom is set up in a way that students can look around the room to help guide themselves toward a solution. Here's an example of some of our anchor charts:
I want everyone to write about why you think you either did well or not your personal best today? What do you think made that happen? How does more practice help us get better, even in math?
My focus in the closing of this lesson is for students to self-reflect. It's not about how I think they did, but how they think they did. Students know when they gave their best effort and when they did not, and I will read their responses to follow up with students who either thought they struggled or who reflected that they didn't give their best effort today.