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* *Reflection: Lesson Planning
Math Hunt Part 2 - Section 3: Share Out

When students are formulating questions, and also when they are sharing out, make sure that the data that was collected from school and home is where all children can see and refer to it. You may need to plan ahead to create a large chart with data from home and school so that children can see what people found about math.

It is also important to make sure that the groups are working together. If you have not talked about working as a group, you may want to allow time for this before teaching this lesson. For group work I establish a set of expectations with the class. These include making sure everyone participates, not putting down anyone else's ideas, listening respectively, and taking turns. Students can usually come up with these guidelines and a chart of them can then be kept for reference for the year.

*Can they see?*

*Lesson Planning: Can they see?*

# Math Hunt Part 2

Lesson 3 of 9

## Objective: SWBAT take the data from class and home and create comparisons of the different ways math is used by adults.

#### Getting Started

*15 min*

I begin the lesson by reviewing the displays from yesterday of ways math is used in the school. I ask students if they found more ways when they did their homework last night. I have the students take out the homework sheet and raise their hand if they found something that was the same as the classroom displays. I take several connections and with each one, ask for a show of hands for how many others found that way (i.e. if a child says my mom uses a clock, ask how many other students identified a clock as a way their parent uses math). I choose not to take all the things students found in order to maintain their attention to the lesson.

Next I go to yesterday's displays and point out each item and ask for a show of hands for how many students found that particular way. On a chart I record the numbers (i.e. coins 8, graphs 2, rulers 5).

Finally I ask the students if they found things that were not found around the school. I write the names of the things students suggest, and again ask for a show of hands to see if others found the same thing.

At this point I want to start children thinking about modeling what they have learned using mathematics (**MP4**). I am hoping that they will create a form of picture graph to show all of the ways that people use math at home and at school.

To create work groups I hand each child a card (set up a deck with the numbers 1 - 6 and 3 of each number (for a class of 18 or a similar set for a different size class). I ask all the 1's to gather at one spot in the room, 2's at another, etc.

As students move to their groups I have them hop to their groups to give them a stretch break before the next part of the activity.

*expand content*

Once students are in their new groups I point out the chart with the data from where math is found and used. I tell students that they will work in small groups to write 2 questions that can be answered with the data. They will write the question and on the back of the page they will place the answer.

To make sure students understand the assignment I tell them that we will do one together on the Smart Board. I start by saying, "What is one thing you wonder when you look at all this?" I ask for a question and write the question on the board. I remind students to think about how a questions begins (Upper Case Letter) and ends (Question Mark).

Questions they might come up with could be, Which one has the most? Are any the same? Are there more people who use a certain type of math at school than at home? etc.

I ask if anyone thinks they can answer the question we choose and wait for volunteers. I call on one child to give an answer and ask them to explain how they found the answer. I always check to see if others found a different answer and again how they found it. Together we work out the problem.

Here I am introducing the concept of word problems to students. 2.OA.A.1 states that students should be able to solve one and two step word problems involving situations of adding to and taking away from. I want to move from the data we collected about the uses of math to comparison problems of the data.

I tell students they will now write 2 questions in their group. I hand each group 2 small slips of paper to record the question on one side and the answer on the other. I tell them they will have 10 minutes to work on questions. They may come and get more paper if they want to do more than 2 questions. They will have a chance to share their questions in 10 minutes.

I check for understanding by asking a volunteer to repeat the directions before releasing the students to work in their groups.

During the work time I circulate around the room checking in with the small groups and helping those who seem to be having trouble formulating questions.

#### Resources

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#### Share Out

*15 min*

After 15 minutes (or when most groups have created 2 problems) I bring the groups back together using a bell as my quiet signal. I ask them to sit with their groups and to bring the questions with them.

I tell students that I have seen some great questions as I moved about the room and now I would like a group interested in sharing one question. I tell the students that each group will have a chance to share one question today, or tomorrow if we run out of time. One person from the group should read the question and then another member may call on a student whose hand is raised once you say its time. (If you don't set the wait time with you giving the cue as to when students may call on each other, they will call on the first student ready and others won't have a chance to stop and figure out the problem. The student will answer the question and then the group can agree or disagree with the answer given and a discussion of the question can take place (**MP3**).

I gauge the attention of the group and decide how many questions to share today and how many to keep until tomorrow.

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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: Is This Math or Isn't It?
- LESSON 2: Going on a Math Hunt
- LESSON 3: Math Hunt Part 2
- LESSON 4: Classroom Math Tools
- LESSON 5: Walking the Number Line
- LESSON 6: Identifying Coins
- LESSON 7: What Time Is It?
- LESSON 8: Can You Measure It?
- LESSON 9: What Can We Do With Math