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* *Reflection:
Math about Me - Section 2: Concept development

The guest teacher left a note saying how fun this lesson was. Here are my thoughts about it. I find it difficult sometimes leaving quality lessons for guest teachers to do. Since this lesson came in the beginning of the year, I felt good about leaving an art lesson, especially one in which will allow students to practice MP.3. While students aren't necessarily forming arguments in this lesson, they are taking the necessary steps that will lead to communicating about math. In elementary school, students need lots of practice communicating about math, but they also need explicit instruction in how to talk about math. By giving students low-risk activities, with opportunities to try phrases such as, "I think _____ because ______, they begin to solidify these phrases and then use them to form arguments about math as the year goes on.

*Math About Me*

*Math About Me*

# Math about Me

Lesson 4 of 4

## Objective: Students will be able to evaluate important numbers in their life and create a poster using these numbers.

#### Warm Up

*10 min*

As prepared by the College Board for the National Coalition for Core Arts Standards December 2012, this document states that the ability to construct viable arguments, justify their conclusions, communicate them to others, respond to the arguments of others, compare the effectiveness of two plausible arguments, listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the argument relates to Lifelong Goal #1, The Arts as Communication.

Artistically literate citizens use a variety of artistic media, symbols, and metaphors to

independently create and perform work that expresses/conveys/communicates their own

ideas, and are able to respond by analyzing and interpreting the work of others.

Knowing the above, I created this lesson for students to reflect about numbers they feel are important to them and to reflect about why they are important.

I began this lesson by showing students some visual artwork from this website.

I guide the students into a brief discussion about why they think the artist created the piece. I tell students that just like writing, speaking, and body language can convey messages, artwork also has messages.

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#### Concept development

*45 min*

Before beginning this lesson I would have liked to display the Common Core Math Practice Standard 3 and t students read through the paragraph on their own. I would then ask them what language seems interesting and highlight their suggestions on the board. I had a guest teacher during this lesson, so she just started with the directions for the poster. I wanted to still do this lesson so students would be able to practice talking about why they chose the numbers they chose, thus setting the beginning stage for MP.3.

Tell students that they will create a poster about numbers that are important to them. I give an example from my life by saying that one of the numbers or sets of numbers I would use on my poster is 102104. I would have students try to guess about the significance of that number. I would then explain that 10 represents the month my son was born, 21 represents the day, and 04 represents the year.

Then tell students that artists use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own

ideas, and are able to respond by analyzing and interpreting the work of others.

I ask students what is similar about artists' communication as stated from above and mathematicians communication from MP.3. Students should respond that both artists and mathematicians communicate their ideas after analyzing problems, situations or visuals and they both can respond to others work. I tell them that at the conclusion of the lesson or share time, I would like them to practice MP.3 and respond orally to students work by trying to guess why the student chose particular numbers.

Students will create a Math about Me poster. Their name can go in the middle and then they should have six sections with numbers that tell about them. Make sure students are only putting numbers and not listing why they chose that number. They will get to share why they choose those numbers later.

Let students work on their posters quietly. They may use crayons or colored pencils.

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#### Student Debrief - Wrap Up

*15 min*

As time allows, ask a student volunteer to show their poster. Ask students to ask a yes or no question to the poster owner in order to guess the importance of the numbers chosen.

Note: I did not have enough time to have each student share. I built in time to my day to have 3 or 4 students share their posters at another time. I also did not have students try to guess about all 6 numbers used. I had the students guess about 2 of the 6 numbers chosen and had the poster own briefly tell about the other numbers.

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals