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projects & collaborations
South Huntington School District

Math

visualizing
concepts

Birchwood
8 January '98

Overview: students will show understanding of math concepts through illustrations and words. They will work in pairs. The problems will be taken from the math computer software (successmaker) they are using in the classroom.

Objective: to observe student understanding of currently studied math concepts. Based on assessed needs through observation and student reports from the computer software would determine the strand. Students working cooperatively to assist understanding of cooperation and concepts.

Lesson: I have the class gather around the computer monitor &/or overhead monitor. I will model the lesson using students as partners. The students will do three problems on the computer together. We model how to solve cooperatively - both in solving the problem and using the computer. We copy the third problem onto a sheet of 8 1/2 x 11 paper. The students then get another pair of students to use the computer. After getting the next pair they return to another location in the classroom to:

- solve the problem

- paste the smaller paper to a 11 x 17 sheet of paper - this could all have been done on one sheet of paper - the purpose is a directions lesson.

- represent the problem visually. e.g. if it is a times problem, they would represent it in rows and columns of objects.
3 x 5 + 15

* * * * *
* * * * *
* * * * *

&

***
***
***
***
***

- write how they solved the problem and how the problem works.

e.g. you need to know how to count. It would help to know how to add. You then put the objects in groups to show the problem. There are two ways to show the problem. You could turn the paper to show the other way.

- share their illustrations and written interpretation with another group. The other group should note some positives and a couple of possible improvements. This process is initially modeled with students in front of the whole class.

- ask students where to post in the classroom to reference when needed. They then post their work.

- on another sheet of paper create five similar problems. On the reverse side solve the problems. Exchange your set of problems with another pair of students. For homework that night each student takes one problem and represents it visually and in words as done above.

Conclusion: this provides an opportunity for students to connect concepts with math concepts. It also provided a connection with the math software they were using. It integrated various tools from computers to paper and pencil. The lesson parallels the current New York state mastery standards.

The modeled lessons included:
3rd grade - measurement
4th - multiplication
5th - division

robert price - 22 court street - new haven, ct 06511
203.787.1821

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	projects & collaborations South Huntington School District
Math visualizing concepts Birchwood 8 January '98		Overview: students will show understanding of math concepts through illustrations and words. They will work in pairs. The problems will be taken from the math computer software (successmaker) they are using in the classroom. Objective: to observe student understanding of currently studied math concepts. Based on assessed needs through observation and student reports from the computer software would determine the strand. Students working cooperatively to assist understanding of cooperation and concepts. Lesson: I have the class gather around the computer monitor &/or overhead monitor. I will model the lesson using students as partners. The students will do three problems on the computer together. We model how to solve cooperatively - both in solving the problem and using the computer. We copy the third problem onto a sheet of 8 1/2 x 11 paper. The students then get another pair of students to use the computer. After getting the next pair they return to another location in the classroom to: - solve the problem - paste the smaller paper to a 11 x 17 sheet of paper - this could all have been done on one sheet of paper - the purpose is a directions lesson. - represent the problem visually. e.g. if it is a times problem, they would represent it in rows and columns of objects. 3 x 5 + 15 * * * * * * * * * * * * * * * & * * * * *** - write how they solved the problem and how the problem works. e.g. you need to know how to count. It would help to know how to add. You then put the objects in groups to show the problem. There are two ways to show the problem. You could turn the paper to show the other way. - share their illustrations and written interpretation with another group. The other group should note some positives and a couple of possible improvements. This process is initially modeled with students in front of the whole class. - ask students where to post in the classroom to reference when needed. They then post their work. - on another sheet of paper create five similar problems. On the reverse side solve the problems. Exchange your set of problems with another pair of students. For homework that night each student takes one problem and represents it visually and in words as done above. Conclusion: this provides an opportunity for students to connect concepts with math concepts. It also provided a connection with the math software they were using. It integrated various tools from computers to paper and pencil. The lesson parallels the current New York state mastery standards. The modeled lessons included: 3rd grade - measurement 4th - multiplication 5th - division
		robert price - 22 court street - new haven, ct 06511 203.787.1821 HOME \| CYNERGY \| EMAIL TOOLS \| PROJECTS \| LINKS \| IDEAS \| OPINIONS