Social Problem Solvers #WithMathICan
1 Explore and Expain Communication Expectation
Pass out Sue Larson's Communication Entry Rubric and student samples of work. Student will review previous problem solving work and establish expectation examples for each stage of Sue Larson’s “Communication Entry Rubric.” Students will compare their scores with their partner’s. Discrepancies will be examined with the questions, “Why do you think this is (4,3,2,1)? What makes this a (4) and not a (3)? What part of the Communication Entry Rubric helped you to score this student’s math communication?” Partners will choose an example that they scored 3,2, or 1 and work together to bring it to the next rubric level. Partners will share with another set of partners, explain their reasoning for the first score and who evidence that they improved the communication. Students will highlight vocabulary that helps to improve and explain the mathematical concepts.
Students will use Sue Larson's Communication Entry Rubric (CER) to:
- Individually score problems previously completed.
- Compare scores with their partner and examine discrepancies.
- Partners will choose one problem to improve the score by using the CER.
- Students will highlight the vocabulary that helps improve and explain the mathematical concepts.
2 Communication is Communication
Today, students will use the tools in CueThink to explain their mathematical reasoning and solutions. Communication will be scored using Sue Larson’s “Communication Entry Rubric.” (CER) Ask students to make connections between the CueThink Panels and Sue Larson’s Communication Entry Rubric. Students share their connections with a partner and whole groups discussion generates a class poster summarizing connections between CueThink and Sue Larson’s Communication Entry Rubric. Students will approach a situational, place-value problem and communicate their thinking. solution and reasoning using the tools in CueThink.
Students log into Cue Think and consider the CER.
- Individually students identify where Level 4 communication is at in Cue Think
- Students share with their partner to identify the ways Cue Think will help them communicate their mathematical understanding.
3 Beyond Solution, Explain and Show
Students are encouraged to use the place value system in their solution strategy. Their solution is modeled on the Solve tab in Que Think. Discrete models of mathematical concepts help students to explain abstract ideas. Using a place value chart to show how the value of digits change from place value.
Using the tools in Cue Think:
An Ocelot’s Tale
Ms. Rose’s class has received a digital scale for use in science and math. They test the scale by weighing one pencil and the scale reads 0.5 grams. How much would ten pencils weigh? Why?
Students test the scale with 100 unit cubes and the scale reads 100.00 grams. How much would you expect 10 unit cubes to weigh? Why?
- Understand the Problem, refer to CER
- Plan your strategy(s)
- Solve, refer to CER. Explain the process on screen using the voice record problem.
- Reflect on your solution.
- Respond to solutions peers have posted. Learn a new strategy, approach the problem in a different way. Make Math Social
Key Standards Supported
Number And Operations In Base Ten
|5.NBT: Understand The Place Value System.|
|5.NBT.1||Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.|