##
* *Reflection: Accountability
An 1870's Classrom Meets Common Core: Drilling Math Facts & a Game of What's Wrong with This Answer? - Section 2: What's Wrong with This Problem? A little game that makes them face the meaning of multples of 10's.

This lesson was rich today with an example of a safe and supportive learning environment. I find it interesting that even when I divert from the norm of everyday routine that I can still work on CCSS easily. I didn't need technology. Students were engaged and excited. I loved the support I saw for each student and that they were sensitive in their critiques. I liked the impish grins as they turned from the board with some way out in left field answer that students had to fix. One instance allowed us to talk about looking at exact answers and using estimation to compare because one high end student wrote a different equation than multiples of ten.

It worked. It was fun. When we were done, I am convinced I will see progress in the next assignment on working with multiplication of tens and exact answers within their area models.

This lesson was just a blast... I encourage you to try it, even if you don't work in the historical aspect!

*If you are interested: My dress is a carryover from belonging to a caroling group, but my team mate easily constructed one by going to a thrift store. She re-fashioned a long dress, making just a skirt, wore a white blouse and used a shawl. One of our male teachers simply wore a ribbon bow tie with a white shirt and a vest. Students love re enactment and I talked with some of our eighth graders who had volunteered to help with the afternoon because they remember it fondly from their fourth grade experience. Any effort we make to make history connect with Common Core is well worth the time and effort! Needless to say, I was exhausted after the day was done...but smiling!*

*I was excited about today!*

*Accountability: I was excited about today!*

# An 1870's Classrom Meets Common Core: Drilling Math Facts & a Game of What's Wrong with This Answer?

Lesson 10 of 19

## Objective: SWBAT drill 6's and 7's fluently and be able to identify errors in multiples of ten using multi-digit algorithms.

## Big Idea: This great, but simple lesson takes us back to the late 1800's as we drill facts and play a game where students create mistakes in multiplication problems involving multiples of 10 that their classmates have to identify and explain.

*45 minutes*

**A Blast from the Past: Where History Meets Mathematics:**

Today was the day that we reenact a classroom of the late 1800's in coincidence with our state history studies and Laura Ingalls Wilder's literature. We dress up. I have a potbelly stove ( made out of paper) in my classroom. We use only the lights and the heat for our technology...and of course the whiteboard has replaced the chalkboard.

Students are seated in chairs in front of the whiteboard. Boys are divided from girls. I put naughty children in corners, acting out a proper school teacher's role ( really strict)...and make them memorize, drill and perform. They ask to use the outhouse and fill the wood stove when it gets cold. I have a school bell I welcome them with and wear appropriate dress.

Later in the day, we play jacks, marbles, checkers, make ornaments, greeting cards and eat Wisconsin foods like wild rice and cranberries. I had brought in some antique dolls and had a retired community member come in to read while she shared her antique toys, quilts and Swedish traditions.

They loved it!

**Opening:** We used white boards ( tiles) on our laps with markers as "slates". I asked them to write their sixes and eights on the white board and drill them silently. These two math facts are the weakest for my students. They need to be more fluent. I told them I was going to make them recite their facts much like they did a hundred or so years ago. ( Actually, I was made to do this back in the 70's. )

They were appalled. Here is a couple of clips of our recitations! While Drilling the Girls, we can see them trying very hard to stay on top of their facts. They are just a little uncomfortable, but we can see how they can do it. It made me wonder if this type of drilling is good, since they are a competitive bunch. in the Perfect Drill, these boys ace it calmly. They are a little fearful because I think they don't really know what to think about this trip back in time quite yet!

This was a fun opening to a day in an 1870's classroom.

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#### What's Wrong with This Problem? A little game that makes them face the meaning of multples of 10's.

*25 min*

What's Wrong with This Problem?

( This photo shows the board and how students were working today without technology).

*I needed to attack the issues I saw when I reviewed their estimation work from the day before regarding multiples of tens. I noticed that they still aren't reasoning and looking at their estimated answers and comparing the exact answers. I also noticed that many were using area model to solve multiples of ten, even though I had taught a lesson about multiples of ten several days ago.*

*So what do you do when your student's don't make the connection? In this transition, I see this a lot. I had to come up with a way of making it their responsibility to figure it out. What better way to do it than to make them come up with the wrong answers and have their peers solve the right answers? This was a blast! Short, simple and a whole lot of fun! No technology involved. It fit right in with our theme today and supported the standard!*

**Start the Thinking:** I asked students to come to the board and create a "tens" multiplication problem. I started the first one and purposely wrote the wrong answer. I got reaction right away. They could see that 400 x 50 was not 200.

T*hen things got quiet when I asked them to explain "why" it was wrong. To my amazement, one of the students who didn't solve them correctly the day before beautifully stated " You didn't multiply by enough tens." We fixed the problem together by pulling out the tens, multiplying the basic fact and then multiplying. They could respond with "Associative Property" when I asked them why I could move the numbers around to multiply.*

**Pass the Pen:** I handed the girl who answered me the pen to have her make up the next one. And so, we rotated students, discussing, critiquing and supporting each incorrectly answered problem that each student wrote.

*I realized that this type of game brings their thinking to the front. I plan on doing more of it later! It's great! They extended themselves to 3 digit by 2 digit tens multiplication, and got very brave at it! So I saw products of 200 x 400, 50 x 300, etc.*

They were engaged in this game and jumping at the chance to be the next one. *One lower end student wrote 9x9=51. She missed the concept of multiples of tens completely. I left it alone and hushed the class from criticizing her. Another student solved it and we moved on.She realized it and was on task after she and I quietly discussed what she had done.*

*One of the things I love about Common Core is the Math Practice Standards. This game and lesson supports MP3 that guides us to set up our teaching and classroom environments to make it a safe place to involve ourselves of critiquing one another. What better way to learn than from each other? Math suddenly becomes a living thing that connects our learning to one another, rather than a "cold, right or wrong", "dumb or smart" feeling that many of us in the past have experienced!*

**A Peek in the Classroom:**

* Counting our tens* :This little clip shows a student who is not quite confident yet about his mastery of multiples of ten. I guided him through supporting his thinking. His face lit up when we were done. I live for that! Still difficulties with finding place value and commas...shows us that students, even though they are multiplying correctly, still can lose sight of place value and the periods when numbers get large. This young man cried, not because of how I was teaching, or the scenario because he offered to come up and solve the answer, but because he struggles so with place value. *He struggles with left over feelings that he must have experienced in the past about math. His classmates comforted him, and applauded him when he got the commas in correctly and read the number aloud. I was pleased in seeing this type of support.*

*CCSS allows us to create this safe learning environment and hopefully enriches those who lack confidence.*

*No homework practice today! It's Christmas break! I will assign this review sheet when we get back!Multiples of Ten and Explanation.pdf*

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- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: Pretesting The Multiplication Unit
- LESSON 2: Introduction to Area Models
- LESSON 3: Area Models: Extension of Understanding
- LESSON 4: Area Models: 4 Digit by 1 Digit Multiplication
- LESSON 5: Getting Ready to Quiz: The Greatest Product Game
- LESSON 6: Quiz 1 in Multiplication: Area Model fluency 1x2,1x3 & 1x4 digits
- LESSON 7: Estimation of Products Using 1 Digit up to 4 Digit Equations.
- LESSON 8: Multistep Word Problems, Algebraic Concepts & Equations: Strategy Toward Mastery!
- LESSON 9: Quiz 2 : Multiplication Word Multi-Step Problems: 1x2,1x3,1x4 digit and estimation
- LESSON 10: An 1870's Classrom Meets Common Core: Drilling Math Facts & a Game of What's Wrong with This Answer?
- LESSON 11: Double Digit Multiplication and the Area Model
- LESSON 12: Powers of Ten: Review and Practice and Writing Clear Explanations
- LESSON 13: Multi-step word problems: Review and Support to Mastery
- LESSON 14: Quiz 3: Double Digit Multiplication, Estimation and Solving Word Problems
- LESSON 15: Estimating Double Digit by Double Digit Multiplication
- LESSON 16: Reviewing for Multiplication Assessment: A student jigsaw presentation.
- LESSON 17: RTI: Making Solving One Step Word Problems a Piece of Cake!
- LESSON 18: Estimation Scenarios: Writing Estimation story problems.
- LESSON 19: Assessing Multiplication