Author -
Grace Witkoe
Category - Lesson Plans, Math
Lesson Plan Duration - 40 minute(s)
Grade Level - 3-5
Category - Lesson Plans, Math
Lesson Plan Duration - 40 minute(s)
Grade Level - 3-5
Lesson Plan Description
"The Interpersonal Strategies focus on acquiring new knowledge and practicing vital skills through personal sharing, individual and social awareness, group-focused learning, and students' prior insight and knowledge" (Silver, 2003). Reciprocal Learning is one method of teaching in this strategy. In the following math lesson I will implement this strategy as my students coach one another in review of their prior learning about decimals.
Primary Learning Objective(s):
I will spend time reviewing the decimal concepts taught in the chapter already. We will review place value, how to model decimals, fraction/decimal equivalency, comparing decimals for <, >, or =, as well as ordering them by value, rounding them, and finding the sum and difference with them. These are all concepts that we have been working on over the past couple weeks. This review work will be done as a class using the white board. "Studies in social cognition suggest that cognitive functions emerge at the social level before the individual level" (Laney, 1999). By having my students do the previous lesson in peer reciprocal learning, they will have the benefit of the social aspect to assist them in learning at a deeper level. This lesson follows the CARE principles of the interpersonal model. Students participate in conversation, accountability, roles and relationships, and examine the process (Laureate, 1996).
Additional Learning Objective(s):
These objectives are the same as above since multiple objectives are mentioned above. I will spend time reviewing the decimal concepts taught in the chapter already. We will review place value, how to model decimals, fraction/decimal equivalency, comparing decimals for <, >, or =, as well as ordering them by value, rounding them, and finding the sum and difference with them. These are all concepts that we have been working on over the past couple weeks. This review work will be done as a class using the white board. "Studies in social cognition suggest that cognitive functions emerge at the social level before the individual level" (Laney, 1999). By having my students do the previous lesson in peer reciprocal learning, they will have the benefit of the social aspect to assist them in learning at a deeper level.
Procedures/Activities:
Phase 1
Phase One is meant to prepare the students for the task. Initially, I will relate the relevance in this knowledge to the real world and the most basic application to the use of money. It is a skill that they will need for success in life. We will imagine together how difficult life would be if we did not understand what dollar amount was more or less than another as well as what it would be like to not know how to add or subtract money.
I will spend time reviewing the decimal concepts taught in the chapter already. We will review place value, how to model decimals, fraction/decimal equivalency, comparing decimals for <, >, or =, as well as ordering them by value, rounding them, and finding the sum and difference with them. These are all concepts that we have been working on over the past couple weeks. This review work will be done as a class using the white board.
Since my students have not previously used this strategy, I will prepare them for the roles that they will be taking. Specific directions will be given as well as discussing examples of what it looks like as I role play with a student. I will have the roles of the learner and thinking coach posted on the white board for them to look at as needed during the task. At this point I will assign partners. They will be instructed that in future lessons with this task, they will have different partners so they can learn to work effectively with a variety of people.
Phase 2
For this phase students will sit side by side as they begin the roles of learner and coach. Each student will have their own paper with questions for them and the answers and clues for their partner. As they are working on this task I will circulate to observe and support the coaches. Following are the cards that they will use.
Student A 1. Copy 12.7 on to the place value chart. 2. Fill in the model to show 0.17 3. Compare 0.48 ___ 0.04 with <, >, = 4. Write these numbers in order from least to greatest: 3.61, 10.36, 13.6, 6.13 5. Round 1.2 to the nearest whole number. 6. Solve 4.93 + 6.52 7. Solve 7.29 - 3.50 | Student B 1. Copy 30.03 on to the place value chart. 2. Fill in the model to show 0.56 3. Compare 0.47 ___ 0.80 with <, >, = 4. Write these numbers in order from least to greatest: 8.20, 2.18, 0.28, 8.02 5. Round 4.5 to the nearest whole number. 6. Solve 8.61 + 4.35 7. Solve 6.14 - 5.38 |
Your Partner's Answers and Hints 1. There is only one digit in each place value and decide which digit has the ones place value and go from there.
2. Since this number is seventeen hundredths, how many squares do you need to fill in?
3. Is the tenths or hundredths place value more? Which number in the tenths place value is greater? Point to the little number. 0.48 > 0.04 4. Consider the whole number before worrying about the numbers behind the decimal and then work your way back just as you would alphabetize. 3.61, 6.13, 10.36, 13.6 5. Is two closer to 0 or 1? Answer is 1 6. Always start in the column to the right and work your way over. Don't forget the decimal! 11.45 7. If you need to borrow you will borrow just like you have learned when there are no decimals. Show your work so you don't forget what you are doing! 3.79
| Your Partner's Answers and Hints 1. There is only one digit in each place value and decide which digit has the ones place value and go from there.
2. Since this number is seventeen hundredths, how many squares do you need to fill in?
3. Is the tenths or hundredths place value more? Which number in the tenths place value is greater? Point to the little number. 0.47 < 0.80 4. Consider the whole number before worrying about the numbers behind the decimal and then work your way back just as you would alphabetize. 0.28, 2.18, 8.02, 8.20 5. Is 5 closer to 1 or 0? Answer is 5 6. Always start in the column to the right and work your way over. Don't forget the decimal! 12.96 7. If you need to borrow you will borrow just like you have learned when there are no decimals. Show your work so you don't forget what you are doing! 0.76 |
Phase 3
In this final phase students will discuss the process. Initially they will discuss with their partner what worked well and what didn't. How was their partner helpful? What do they wish their partner had done that they did not do? Once they have discussed that we will come back together as a whole class to discuss what they discovered and also discuss the following questions. Was the hint and answer guide helpful for the coach? What part of it was the most helpful? Was there a part that you were not able to coach through even with the answer guide? Do you feel like you benefited from this task and how was it the most beneficial? What part of it did you like best? What aspect did you like the least? At a later point I will reflect on what worked and what did not work to improve the lesson for next time.
Student Benefit Outside the Classroom
My students will benefit by working together to complete this review. In this type of setting they learn to be accommodating and supportive. The focus is taken off of themselves and on to the people that they are trying to help be successful. This is a life skill that is essential for success and a fuller, richer life. Most aspects of an adult life are related to working together and having the skills to be helpful as well as receiving help from others.
Materials/Equipment:
Student A 1. Copy 12.7 on to the place value chart. 2. Fill in the model to show 0.17 3. Compare 0.48 ___ 0.04 with <, >, = 4. Write these numbers in order from least to greatest: 3.61, 10.36, 13.6, 6.13 5. Round 1.2 to the nearest whole number. 6. Solve 4.93 + 6.52 7. Solve 7.29 - 3.50 | Student B 1. Copy 30.03 on to the place value chart. 2. Fill in the model to show 0.56 3. Compare 0.47 ___ 0.80 with <, >, = 4. Write these numbers in order from least to greatest: 8.20, 2.18, 0.28, 8.02 5. Round 4.5 to the nearest whole number. 6. Solve 8.61 + 4.35 7. Solve 6.14 - 5.38 |
Your Partner's Answers and Hints 1. There is only one digit in each place value and decide which digit has the ones place value and go from there.
2. Since this number is seventeen hundredths, how many squares do you need to fill in?
3. Is the tenths or hundredths place value more? Which number in the tenths place value is greater? Point to the little number. 0.48 > 0.04 4. Consider the whole number before worrying about the numbers behind the decimal and then work your way back just as you would alphabetize. 3.61, 6.13, 10.36, 13.6 5. Is two closer to 0 or 1? Answer is 1 6. Always start in the column to the right and work your way over. Don't forget the decimal! 11.45 7. If you need to borrow you will borrow just like you have learned when there are no decimals. Show your work so you don't forget what you are doing! 3.79
| Your Partner's Answers and Hints 1. There is only one digit in each place value and decide which digit has the ones place value and go from there.
2. Since this number is seventeen hundredths, how many squares do you need to fill in?
3. Is the tenths or hundredths place value more? Which number in the tenths place value is greater? Point to the little number. 0.47 < 0.80 4. Consider the whole number before worrying about the numbers behind the decimal and then work your way back just as you would alphabetize. 0.28, 2.18, 8.02, 8.20 5. Is 5 closer to 1 or 0? Answer is 5 6. Always start in the column to the right and work your way over. Don't forget the decimal! 12.96 7. If you need to borrow you will borrow just like you have learned when there are no decimals. Show your work so you don't forget what you are doing! 0.76 |
Assessment Guidelines:
In this final phase students will discuss the process. Initially they will discuss with their partner what worked well and what didn't. How was their partner helpful? What do they wish their partner had done that they did not do? Once they have discussed that we will come back together as a whole class to discuss what they discovered and also discuss the following questions. Was the hint and answer guide helpful for the coach? What part of it was the most helpful? Was there a part that you were not able to coach through even with the answer guide? Do you feel like you benefited from this task and how was it the most beneficial? What part of it did you like best? What aspect did you like the least? At a later point I will reflect on what worked and what did not work to improve the lesson for next time.