Modeling Gold Rush Problem Solving Lesson Joan Gillis
Modeling – Gold Rush (Problem Solving Lesson) Joan Gillis, Capital Area Intermediate Unit Dan Richards, Berks County Intermediate Unit
Maximizing Area: Gold Rush Pre-lesson Assessment
Tie in to yesterday Scribing Questioning Problem Solving
Gold Rush P-4
Identifying Misconceptions • • • Samples of student work 1 Pre-assessment per group (number off) Put misconception in words Create a feedback question(s) Share
Feedback Questions • Based upon your work, I have developed some questions to help you improve your first efforts. • 1. What does the rope represent, mathematically? • 2. Did you create several different size plots using the same rope? – Is that enough to convince someone of your answer? – Show me how you represented this information. • 3. Suppose 3/4/5/or more prospectors share land. What area of land would each prospector get? How do you know? • 4. How did you organize your efforts? Can someone who did not work the problem understand what you did? P-7
Planning a Joint Method 1. Take turns to explain your method and how you think your work could be improved. 2. Listen carefully to each other. – Ask questions if you don’t understand. 3. Once everyone in the group has explained their method, plan a joint method that is better than each of your separate ideas. 4. Make sure that everyone in the group can explain the reasons for your chosen method. 5. Write a brief outline of your method on one side of your sheet of paper. Approximately 35 minutes 20 for teachers P-8
Notes to Teachers • When students have had sufficient time to work on their posters, hold a whole-class discussion to review how they have worked. • While facilitating the collaborative work look for students who are approaching the problem differently. If you don’t have time for all students to share, choose for variety. • Be sure to guide using questions. • If you are taking two days to complete the lesson you may want to end the first day after the sharing session. P-9
Evaluating Student Sample Responses 1. Imagine you are the teacher and have to assess the student work. 2. - Work through a students’ solution. Write your answers on your mini-whiteboards. 3. Explain your answer to the rest of the group. 4. Listen carefully to explanations. – Ask questions if you don't understand. 5. Once everyone is satisfied with the explanations, write the answers below the student’s solution. Make sure the student who writes the answers is not the student who explained them. 6. Work through each response using this protocol. P-10
Ann’s method P-11
Jake’s method P-12
Kodie’s method P-13
Mark’s method P-14
Problem Solving Lesson • • • Frame the lesson Administer the pre-lesson assessment Analyze student responses Write feedback questions Distribute the feedback questions and responses to the pre-lesson assessment Facilitate students working collaboratively on the problem Facilitate the plenary Administer the student reflection sheet Analyze growth across the pre-lesson assessment and the student reflection sheet Modify subsequent instruction
Benefits of Problem Solving Lessons • Students are sharing ideas, communicating/explaining methods • Exposed to multiple approaches • Exposed to unique, non-routine problems • Required to analyze students’ work • Required to diagnose others’ errors and misconceptions • Required to make decisions about best method
VICKI MIXON MDC trainer mdcmathtrainer@gmail. com
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