Addition and Subtraction Strategies Math Huddle (Bansho) Lesson

We have been doing a WHOLE lot of adding and subtracting in my class these days! Whew. Here is a look at some of the things we have been doing. (This post is very picture heavy.)

Addition and Subtraction Anchor charts.

Addition and Subtraction Math Huddles

We started with these 2 questions, the first was designed to get the students thinking about regrouping and the second was a typical addition word problem. 

My math huddles are set up so that the students have a minds on (Getting Started) type question that we discuss together. Then we share the lesson problem and often discuss possible strategies together. 

Then I send them out to work on it...usually in pairs or groups. 

I post up most of my student's own work and use that as the teaching point for discussions. 

If there are any gaps then I fill in with what I want the students to learn. 

I often recopy my student's examples so it is a little easier for everyone to read and on the day after the "Working on It" we revisit the learning and annotate the learning. **This can also happen right on the day of working provided that students are able to reach the solutions to the problems within the class time. **

Once we started to feel good with the addition strategies we moved on to subtraction, and the lesson cycle repeats again. 

Getting Started

Lesson Problem

Working On It- this was added underneath the addition examples from our earlier lessons

Finally, anchor charts of big ideas are created or shared. I actually used the annotations on each strategy as the big ideas for this math huddle and then posted these anchor charts that I found online at the Jordan School District. 

And now we practice!! Even though the majority of my Grade 3 students are proficient using the traditional regrouping algorithm for 3-digit addition and subtraction I have insisted that they practice all 5 strategies we studied. It's amazing how many of them have memorized the steps but are unable to communicate their knowledge of place value by using a variety of strategies. The work continues!!

Using a T-chart to Solve Patterns- Math Huddle

I'm loving Math Huddles these days...things have gotten a little too busy for Math Workshop, and I am sad about that. I hope to get back to it soon. But in the meantime, Math Stretches and Math Huddle marches on!

My class has been working on patterning- creating, extending, describing etc. Since it is a testing year in Grade 3, we are also working on using a T-chart to solve patterns since one of these questions seems to always end up on the test. Plus, it's a great strategy for the kids to have in their toolbox. 

Here's the kids' work samples...I love the t-chart and the picture on this one.

This group extended their t-chart waaaaaaay past what was asked in the question, which was okay because it lead to a discussion of reasonable answers. 

This group started by drawing flowers, and when I asked them why they had no idea...so we re-visited the question and that's when they realized the question was about a fence not flowers! Hmmm?

Happy Mathing!

Math Workshop Series....continues with a FREEBIE!

I don't know about you all but I am really enjoying this series on Math Workshop! 

I do hope you are enjoying it....not bored yet? 

I have started to look into my Reader's and Writer's Workshops and plan to do a series on each of those as well. So if math isn't your cup of tea, stay tuned!

Math Workshop Series- Part 1

Math Workshop Series- Part 2

Math Workshop Series- Part 3

Math Workshop Series- Part 4a

Math Workshop Series- Part 4b

Throughout this whole process I have been taking an online class through one of the Teacher's Colleges here in Ontario on Teaching Math to Primary and Junior students. As part of the course I have been conducting an independent research project on differentiated learning in math, open-ended questions and parallel task, writing in the math class and connecting math to real life....so I still have so many ideas for posts in this series! 

I have also been putting together a series of lessons using the three-part lesson plan. I have used the three-part lesson quite often in my math class and thoroughly enjoy the process with my students.

I wanted to put together a simple template that can be adapted to any state or provincial curriculum so that all of you can try the three-part lesson in your own classes. There are many templates out there on the web but most are very cumbersome, cluttered and not what every day teachers with little time on their hands would use. 

At least, not me!

I hope that this template will inspire some of you to try the three-part lesson in your own class, or for those of you that are already using this teaching strategy the template will be a useful tool in your planning. 

Click on any of the images below to grab this freebie.

While you're over visiting my TPT shop (so fun to say!) I'd love for you to check out my Number Sense and Numeration Pack. This is a set of 24 cards that can be used as exit slips, task cards, math journal prompts or math stretches.

They are completely customizable to your students...meaning that the basic math question is there but I have left the numbers out so that you can decide which numbers will work best for your students. Differentiation made easy!

Thanks for visiting today! 

Sorting by Two and Three Attributes-Math Huddle/Three-Part Lesson

The Three Part Lesson- Revisited

Math Workshop Series Part 4B

Please read Part 4- The Three Part Lesson here first!

Math Workshop Series- Part 1

Math Workshop Series- Part 2

Math Workshop Series- Part 3

I love Math Huddles and the Three-Part Lesson. It is definitely my favourite way to teach a math concept over the course of a week. This is a post from last year, but I've added some details to help you see the three-part lesson in action. 

As we transitioned from our data management unit into our geometry unit, I thought it would work well to combine the concepts of sorting using 2-3 attributes with attributes we would be studying about 2D shapes. 

Part 1: Minds On

First I handed out a bag of attribute blocks to each pair of students and we brainstormed the types of attributes the blocks had. Notice the geometry vocabulary that popped up- all from the students, I swear! The question I posed is written on the board and the student answers are on the paper. 

Part 2: 

Then I gave students this prompt and let them go. No directions about how to sort, tools to use to sort, etc. Just totally open ended problem solving.

And not surprisingly most students created some type of chart. It was very interesting to see which attributes the students choose and how they organized their chart. At the end of the lesson we debriefed (Part 3) their sorting and created some anecdotals- you can see those written on the cue card in the green marker. This is where bansho (board writing comes in). 

Then over the next few days I introduced the ideas of sorting using a venn diagram for both 2 and 3 attribute sorting using the three-part lesson format.

For the Minds On we revisited our work from the previous day and built on our knowledge. Then for the Working On it we worked with a different type of venn diagram everyday. 

 It took some work and discussion but we got there. During Part 3- the debrief/consolidation- I would put up all the work done by all the students and then we would discuss whether their sorting followed the rules we created. If the venn diagram wasn't accurate enough or didn't fit, it was removed from the display. In this way I feel that my students are constantly a part of the creation of their own learning, the display of work in the class and that they see the importance of reviewing your work and making it better if possible. 

At the end of the week we listed all of the important ideas or big ideas we had learned. And boy did we learn a lot!

Once you try a three-part lesson you'll love it, and probably discover that you've actually been teaching this way for awhile. The biggest benefit is the amount of time the students are actively involved in constructing their own understanding. It's a change in the traditional role of the teacher at the front of the class giving the information, but I promise you will discover that your students learn so much more!!

Math Workshop Series: The Three Part Lesson

I know I have been MIA lately and I apologize...but with a 3 month old baby, a three year-old daughter and an online course things have been just a little busy! But I promise you that I have forgotten about my Math Workshop Series and I am back with some new learning from my course.

Math Workshop Series- Part 1

Math Workshop Series- Part 2

Math Workshop Series- Part 3

Today we will be looking at the Three-Part Lesson. In my opinion this is the best way to teach a whole class lesson in order to capture the interest of your students. There is a ton of research out there on the Three-Part Lesson and it's something we've been looking at quite deeply in my online math course. 

The basic gist of the three-part lesson is this:

Minds-On: A hook to grab your students' attention, a chance to revisit a previously learned concept, an opportunity to get your students thinking about the concept they will be working with during the lesson. Essentially, this is the time to activate your students' brains!

Working On It/ Activation/ Problem Solving: This is the biggest part of your lesson and it will be where your students are most actively involved in solving a problem. Students will most likely be working in pairs or small groups during this time and should be given the freedom to choose their own strategies in order to solve the problem you have presented them with, however, it will be up to whether you are using an open-ended problem, open-rooted problem or a parallel task. 

Consolidation/ Debrief: The class will gather together in order to discuss the problem that was solved, the learning that took place and the big ideas about math that can be taken away from the lesson. This is also where you may choose to use the bansho method of sharing ideas. 

Resources:

Sketch of a Three-Part Lesson

The Three-Part Lesson in Mathematics (video series)

Teaching Through Problem Solving- The Three-Part Lesson (Videos)

Runde's Room- The Three Part Lesson

The Three-Part Lesson- Teaching Through Problem Solving

Ottawa Bansho

As part of my course we had to read this article and it was amazing!! It outlines the constructivist theory of teaching mathematics and really helped me cement in my own mind the importance of teaching through problem solving. It's definitely a must read!

I would love to hear about any experiences you've had using the three-part lesson in your own classes, or questions you have about it. I am hoping to get some sample lesson plans up soon and a three-part lesson template. 

Math Problem Solving (Freebie)- Mega Post!

A big focus in my math program this term has become problem solving. As we continue to work through the different strands outlined in our curriculum we are looking at and working on how to better understand problems, solve problems and talk about the strategies we've chosen to solve problems.

We started by creating this anchor chart step by step together. As we "mastered" (hmmmm?) each step we moved on to the next and added more to our anchor chart. 

Each morning when my students enter the room they have a math problem to complete independently in their problem solving books. This has replaced our math stretch time. In the beginning of the year, we met on the carpet every morning and completed a math stretch orally as a group. We still do this about once (maybe twice) a week, but the focus has moved to independent problem solving using the 4 steps outlined above and a variety of problems.

In Ontario, Grade 3's are required to write a standardize test in the spring and they will need to have a wide range of problem solving skills at their disposal. 

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Now that most of my students have improved in their basic problem solving skills we are moving towards improving their communication skills in math. This was determined as a greatest area of need by my grade team and we will be focusing on this skill over the next weeks as a professional learning community.

Since my class had already begun working in this area I needed to change the team plan just a little. My class started by co-creating this anchor chart to show the difference between "Show Your Work" and "Explain Your Thinking" in math.

I was super impressed...both of the success criteria on the Show Your Work side were volunteered by my students and it's in their own words. 

They are listening!!! (LOL)

From here I modelled what Explain Your Thinking would look like using a math huddle focused on division. 

Minds on activity

Lesson Problem- We have been looking at division problems- by grouping and by sharing. As you will see in the sample problem, it is the same problem just asked in a different way!

The board ready for their work!

Here's the updated Minds On and Lesson Problem. I have been modelling how to underline, highlight or circle the key words in the problem and then choose a strategy that works best for the question. 

This is normally where I display student work after they have had a chance to solve the problem with a peer. For this math huddle, however, I wanted to focus less on the strategy chosen to solve and more on the communication delivered by the response. So for this math huddle we worked through the problem together and I modelled how a student could display their knowledge of division/multiplication and communicate their thinking about the problem. 

And we did complete the anchor chart pictured above...but in my rush to start Spring Break(!!) I forgot to take a picture. So I made it into a poster for you instead! Click on the image to get your copy. 

Finally...here's the freebie! This is a problem solving mat that can be used to solve any problem. It's designed to help students move through the steps and communicate their knowledge as much as possible.  I found the original here when I was researching online. I basically just typed it up without too many adaptions...it was so good it didn't need very much!

I hope you find it useful too and if you download it, please visit the original site and leave your thanks there!!

And that's that...we are going to continue working away on different types of problems. I will be back soon (I hope) with some students examples and a checbric for you to assess student problem solving. 

Here is a great link for math manipulatives.