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* *Reflection: Student Ownership
Patterns in a Table - Section 1: Student-Led Teaching

I allow my students to take ownership of the teaching and learning within our classroom as often as possible. Students are eager to participate and it helps to reinforce their confidence in what they have learned. It also gives other students a change to learn from their peers, which is a change from always doing the learning from me. The more participation and excitement students have for the lesson, the more engaged they become and the better they tend to understand the material we are working on.

*Student-Led Teaching*

*Student Ownership: Student-Led Teaching*

# Patterns in a Table

Lesson 8 of 8

## Objective: SWBAT discover the relationships between paired numbers in a table.

#### Student-Led Teaching

*25 min*

*Ok, who can teach us today about the patterns in this table? I need you to explain to the class what all of these numbers mean and how we can find what’s missing.*

Student-led teaching is a strategy I use a great deal, especially once we have a lot of practice with a concept. I want students to feel confident in their thinking and the explanations they give to explain thinking in problem solving. Beyond some prompting or clarifying questions (i.e., explain what you are doing, how did you arrive at that answer, how did you figure that out, is there another way?) I allow the students to do their own questioning and answering, as they work with their peers to make sense of problems (MP1).

We do three problems on the board and I support students in using whatever strategy works for them (MP5). I think it’s important when building a deep understanding to have kids show their thinking in multiple ways, and be able to explain it and defend their choices (MP3).

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#### Independent Work

*35 min*

*I have a lot of word problems here that are going to help us all think about our number relationships and patterns in a table. Each problem will look a little bit different, which will make us have to really think hard! We will have to rely on our problem solving tricks and tools to find a way to a solution. we may not all use the same tools for each question, but we should all use the tools that work best for us.*

Students return to their seats and work on a variety of word problems that require them to apply their understanding of relationships between numbers and patterns in a table (MP8). I took these questions off of an activity sheet and then cut them up into individual questions.

I like to cut them up into individual 'question cards' so that students can focus on their work, one question at a time. Some students get really overwhelmed by a page (or pages) full of problems and give up long before they ever begin. By cutting them into individual cards it creates a focus on the question they have, solve, and then move on.

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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

- LESSON 1: Division with Models
- LESSON 2: Shake It Up Multiplication
- LESSON 3: Multiplication War (Day 1)
- LESSON 4: Multiplication War (Day 2)
- LESSON 5: Multiplication Storyboards
- LESSON 6: Teach Me About Multiplication
- LESSON 7: Teach Me About Division
- LESSON 8: Patterns in a Table