MP3 Construct viable arguments and critique the reasoning of others.
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm
The Learning Objective: Multiply factors to get a product; use division to find a quotient for one and two digit divisors; identify parts of a division problem
Quote of the Day: "Forbes Magazine reported in January of 2013 that only 8 percent of the resolutions we make are accomplished over one year's time. People burn out on their goals, or they never get started, or they get discouraged, and regardless of what happens they quit. If you hope to benefit from a one-day contract mentality, you need to make three promises: you will not quit, you will not procrastinate, and you will not allow discouragement to sideline you." - Rick Pitino
Agenda:
- Estimation 180 (the first two stapler questions)
- Review the multiplication homework
- Notes and brief discussion about multiplication mistakes
- Multiplication Word Problem: "If every class in the school had the exact same number of students as we have in math class right now, how many students would there be at Belmonte Middle School?"
End of Class 1
- Division My Favorite No
- Division Notes
- Starting Division Homework
- Division Ticket to Leave
End of Class 2
*None of my three classes got exactly the same show. One of my classes did Estimation 180 as the last thing in class rather than the first thing for instance because they started the division topics in the class that they have with the other math teacher. Another class did not do the division ticket to leave because we went off on a tangent about what number multiplied by 5 is equivalent to 22 (more students had the answer shown below than the correct answer).
The Assessment: In the second class, I tried to do a pre and post formative assessment to see what they knew about the dividend, divisor, and quotient. I threw a wrinkle in by giving variables instead of numbers and many students did the equivalent of run for the exits, but some caught on initially. In one class I did not get a post-assessment, but I will do it first thing tomorrow which is just as well.
The homework also served as an assessment as students were given about ten minutes in each class to get started and I went around to see how students were doing.
Homework: Students were given fifteen problems. Nine of these problems had double digit divisors. We talked about in our notes that students could either cover up the last digit of the divisor (I call it cover, cover), estimate, or use guess and check. I really believe estimation to be the most beneficial from a "what you'll do when your older and not in cell service" perspective, but I don't care as long as they have the fluency to get to the answer at this stage.
My Glass Half-Full Take: This was the second day we've used Estimation 180 and I continue to love the site for the energy it brings to a math classroom that students become accustomed to thinking there is only right and wrong. It is the perfect bridge to Math Practice 3 because students can disagree with one another in a tone that doesn't sound combative given that nobody is 100% certain there estimation is correct. Below is a picture of a student's work that was very sound, but ultimately incorrect. The student knew that there were 210 staples in each rod, so he used 210 as one factor. He looked at this picture and assumed that 12 was the other factor because the box appears to be stacked 3 rods by 4 rods. In reality the box actually fits 24 rods.
One Thing to Do Differently: I think my notes dragged on and I didn't give students enough time to digest the topic of two digit divisors. I feel as though my formative assessment on this topic left some students on an island as a result and will look to see who was left on that island when I check homework tomorrow.
Link of the Day: This is a New York Times article about a class called Big History. Among other things it touches upon are Bill Gates' motivations, grass roots versus government backed classes, the concept of interdisciplinary classes, and how education is tied to corporate America.
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