##
* *Reflection: Student Grouping
Jeopardy Review - Section 2: Activity

I mixed the ability levels of my students during this activity so that students with all abilities were working together. I think this is important so that students can help one another and discuss questions as a group. Students are often able to ‘relate’ to their peers and explain things in ways that as teachers we may overlook. I like to create a variety of opportunities within my classroom for my students to work together and teach one another.

When working in pairs or small groups, all students are inquiring, exploring, or problem solving collaboratively. Students are engaged in sustained interaction, often in small groups, in order to complete carefully designed academic tasks that include speaking, listening, reading, and writing or other means of expression. Some of the benefits to this approach:

• Students use multiple means of expression (e.g., discussion, debate, data, demonstration, multimedia) to share their ideas and defend their positions.

• Students pose questions and/or respond to material in ways that indicate their understanding of and reflection on concepts.

• Students use academic vocabulary.

• The teacher holds all students accountable for their contributions to group work.

• The teacher provides clear guidelines, scaffolding, modeling and expectations for group work (e.g., embedded prompts, checklists, planning templates, defined student roles such as recorder or reporter).

• There is a gradual release of responsibility from teacher to students for the lesson and its outcomes.

*Grouping*

*Student Grouping: Grouping*

# Jeopardy Review

Lesson 2 of 5

## Objective: SWBAT apply problem solving skills and strategies to a jeopardy review game with mixed objective questions.

*55 minutes*

#### Intro

*5 min*

*I am so excited to play a little Jeopardy trivia with you today! We are going to think hard about what we know and what we have learned to figure out some tough questions! What are ways that we can find a solution even when we get stuck (MP1)?*

We pause here to talk about strategies we can use in problem solving such as re-stating the question, pulling out key information, drawing a model or looking for patterns and relationships in the numbers.

*You have butcher paper on your tables for you to write on and problem solve, and then when your team knows the answer you need to race to raise your hand. If your team disagrees on the correct answer, make sure you have a discussion and explain your thinking to each other so that you can come to an agreement (MP3). The whole group must be in agreement on the correct answer before you raise your hands.*

I am playing a Jeopardy review game to prepare my students for the upcoming state assessment. I have gone in and created the questions on the site, so each question was created by me. I chose to put butcher paper on the tables because they always enjoy doing their work on a different surface. Students will choose a category and value and then all groups will solve the problem. The first group to correctly solve the problem gets the points.

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#### Activity

*45 min*

*Ok, when I call your group please choose your category and value. All groups should solve every problem and the first group to get their hands raised, and answer the question correctly will get the points! *

I use an online Jeopardy Game model, from Super Teacher Tools. You can also create your own game on similar websites.

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#### Close

*5 min*

*Great job today! You were really thinking hard and solving problems with a lot of persistence! I was impressed to see so much work on your paper at your tables, and I loved seeing the team work to solve problems. Who can tell me some of the things that were helpful for problem solving today?*

I have a discussion here about what strategies and tools students relied on to help identify useful strategies for students who may have struggled. It was interesting to hear that many of my students relied on information posted around the room, skip counting songs and other interactive tools we have introduced throughout the year.

An example of our walls and skip counting songs:

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- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing