##
* *Reflection: Complex Tasks
Students As Teachers - Section 2: Teaching the Lesson

Being able to explain something is different from being able to just do it yourself. In today's lesson I am asking students to go beyond just doing the math, and instead explain how they are doing it. This is a skill that is stressed in the Common Core standards - MP3 says students should be able to "justify their conclusions, communicate them to others, and respond to the arguments of others". Students should be able to explain their thinking.

In this exercise, the students who usually do math quickly in their heads had the most trouble thinking about how to explain the math. They wanted to just do the problem but they didn't want to have to think about the how.

When teaching this lesson it is so important to stress the how. Explain to students that if you never explained the how, they would never understand what math is all about. You want them to take that same step and explain the how. Answers to math problems, especially ones beyond single digit addition and subtraction rarely just drop into our heads. Instead our brain is doing something to find that answer, and it is our job to figure out what that something is.

*Getting Beyond the Problem*

*Complex Tasks: Getting Beyond the Problem*

# Students As Teachers

Lesson 2 of 10

## Objective: SWBAT demonstrate their use of mathematical processes of addition and subtraction.

## Big Idea: Students love to play teacher, so here we give them a chance to teach each other how to solve addition and subtraction problems.

*60 minutes*

#### Getting Excited

*10 min*

To generate excitement for this lesson, I use a BrainPop Junior or youtube clip of kids talking about math. I pick a clip (or one from a former class of your own works well too) that shows kids explaining how they solved math problems.

After watching the film I ask students what they notice about the kids in the video? What were they doing? How did they show what they knew about math?

I want to generate ideas about having manipulatives, showing things in steps, explaining each step, writing out the different steps that are happening, etc.

I make a list on the board of the things that students noticed in the clips.

Now I introduce the idea that students are going to make their own videos about solving math problems in small groups. **This will be a two-part lesson. **I want students to have time to plan their lesson, and then have time to actually film the lesson. I know that trying to do all this in one day will make it difficult for students to really take the time to plan their lessons.

On Day 1, I present students with several math problems to solve. These problems are based on the assessment of understandings that I do at the end of each unit. I ask students to think of 2 or more ways to solve the problem. I tell them they will think of how they will use pictures, objects, etc. to show the problem, any tool (other than a calculator) they can use, and the steps they would use to solve the problem. I tell them that they will work with several other students to design a presentation, create any materials or posters they will need.

After they have practiced and created the materials, on Day 2 we will film the lessons to share.

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#### Teaching the Lesson

*40 min*

I have divided my students into 4 groups based on needs identified in the previous lesson. One group is still struggling with understanding the value of digits in 3-digit numbers. Another group (broken into 2 groups for this activity) is able to demonstrate an understanding of place value, but is not applying that knowledge to solving addition and subtraction problems with 2 or more digits, and the last group understands place value and uses that knowledge in solving problems.

I remind students that this is a two day lesson. Today their job is to solve the problem and plan out how they will teach it to others. Tomorrow they will have the time to film the lessons and then we can play them back for each other.

I give each group a task to explain based on their need to work with certain concepts. I provide a variety of materials for students to use. I tell them that they may also use any math tools in their suitcases, except for calculators. MP5 states that students should use math tools appropriately so I do not tell students what materials to use, but instead encourage them to choose the appropriate materials. I ask them to first think of how they will solve the problem, what materials they will use, what steps they will take, and finally, who will be filmed or how will the filming be done.

Students fill in the project list with their ideas as they solve the math problem. Students work to decide how they will film their explanations. They decide which of their problems they will share with others. They practice for filming the next day.

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#### Closing

*10 min*

At the end of the lesson, I invite students to come to the rug. I ask them to share out any things that went well in their groups, and any things that were difficult. I remind them that they do not need to use names, but they can tell us whether everyone in their group contributed (not who didn't) as an example.

I close by asking if there are things that groups still need before tomorrow's filming.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Where Are Our Understandings
- LESSON 2: Students As Teachers
- LESSON 3: Students as Teachers Part II
- LESSON 4: Kindness Day Math
- LESSON 5: Manipulation Central
- LESSON 6: More Than One Way to Solve A Problem
- LESSON 7: How Big Is One Thousand
- LESSON 8: Let's Compare
- LESSON 9: Assessment
- LESSON 10: Missing Numbers in Japanese