Multiplication War (Day 2)
Lesson 4 of 8
Objective: SWBAT solve multiplication problems with fluency and accuracy.
What was challenging yesterday when we were playing multiplication war? Why was it challenging? Turn and talk to your partner.
What tools did you rely on for problem solving? Turn and talk quickly.
As I bring students back together we spend some time discussing what students were talking about together in partnerships. I want to emphasize how important their own reflection is in the work, not just for today but in general. If students can recognize that they are struggling to solve problems with larger numbers, then we can set a goal to work on. I also wanted to spend some time discussing what tools students used when they ran into challenges so that all students add tools to their problem solving toolbox.
I have a few examples of cards here on the board and I want you to write the product on your white board and hold it up when you’ve solved it correctly. Ready? Go!
I uncover 3 examples on the board, 1 at a time. By having students hold up white boards it allows me to do a quick check for understanding and see which students are beginning to solve problems quickly and which might still be struggling (MP1). Any struggling students will be kept with me for some additional instruction before they begin the activity. I also want to ensure that students are grouped by similar abilities and this quick check allows me to do that.
Just like we did yesterday, each partnership will have a deck of playing card. Face cards are 12’s, and the rest are worth the numbers shown. You will each pull a card and then record and solve it. Whoever gets the problem right first gets to keep those cards. The player who has the most cards when the cards run out is the winner. Keep track of how many games you win! Remember, you set a goal for yourself yesterday so I want you to keep that in mind as you're working and problem solving today.
Today I spend a little more time with my struggling students based on the check for understanding. I don't want students to be turned loose to an activity who don't have the tools they need to be successful. When students don't understand, and it isn't recognized or corrected, students may withdraw from the activity or begin to act out. I want each student to feel successful where he or she is on the learning progression.
I saw many of you using new tools today while you were playing. Who can tell me something they noticed today about their game? Here I allow a few students to share out with the group.
What challenges are we still facing? Turn and talk to your partner about this.
Again, it is important that students are reflecting on their own abilities and performance on tasks. I am not the only judge of how well they are doing. Often, students are very open and honest about what they feel they are strong at and what they are struggling with. I want to encourage and acknowledge the importance of students begin open about where they are at.