# Problem Solve with a Growth Mindset #WithMathICan

#### 1 Hook/Attention Getter

Ask students how many ears do they have? How many ears do 7 people have? Which strategy did you use?

Repeated addition groups arrays

#### 2 Direct Instruction

I will model the number using base ten blocks and address any common misconception. Possible Mathematical misconceptions and strategies: Some students may add the regrouped number before multiplying. I will suggest that they draw a box above the top factor and record the regrouped numbers in a box to make them stand apart from the factors. I will use Concrete- Pictorial- Abstract spectrum, such as having students • Use base ten blocks to model multiplication • Make multiplication models on grid paper • Use the distributive property to break up numbers and multiply

Mistakes are important for brain growth but addressing common misconceptions are important as well. Please use base ten blocks to show me regrouping. I want to see you trade a base ten block for 10 ones.

#### 3 Wrap up

The teacher will ask the following questions to elicit prior knowledge and provide a context for the activity/task, without lowering the cognitive demand: How many legs does a spider have? How can we find out how many legs 5 spiders have in all? The teacher will ask the students questions to help them begin to think about how to approach the problem without lowering the cognitive demand: By leading them to give the following answers: 5 groups of 8: 5x8 or 8+8+8+8+8=40. I will have the students show concrete representations using base- ten blocks. While the students working independently on Performance based Assessment developing their own ways of thinking, the teacher is listening to students’ ideas, monitoring and assessing progress, providing support, and offering meaningful extensions..

Students show and explain their ideas to the teacher, question their own and others’ ideas, defend or justify their ideas and build ideas from each other. Some students may share ideas with the entire class from their seats. Students will be encouraged to persist through challenges, and persevere in solving problems. Justify/ Choose most efficient strategies. Understand and be able to explain the process or the strategy used.

#### 4 Differentiation

Differentiated Instruction: • Students will be provided consistent, structured environment with clear expectations. • Students will work on modified written assignments and will be allowed additional time. • Students will be allowed additional time to copy notes from the board. • Students will be allowed to use manipulatives when needed. • Directions will be stated with clear expectations. The directions will be clarified, reworded or restated as needed. • Alternate assignments (oral reports, hands on projects, etc.) • Multi-sensory approach • Break complex tasks into simplest components. • Provide short assignments with immediate feedback. • Teach problem solving strategies • Prepare student for transitions • Students will be allowed extra time to process directions/questions • Students will repeat and/or demonstrate understanding of directions • I will specifically gain student’s attention before giving instructions • I will maintain close proximity to the student • Students will restate directions to ensure understanding • Small group instruction

Explain and justify.