Third

Grade Reflection
MIAA 350
John Green
Reflection: Solve Two-Step Word Problems Involving Multiplication and Division
and Assess the Reasonableness of Answers.

This is my homeroom. For this assignment, we were studying various concepts
about multiplication of single digit numbers. The students have been given the tools
of tape diagrams, fair share grouping, skip counting and number bonds. This
lesson would be a challenge for many, as the integration of multiplication with a
two-step word problem could be quite difficult.

We started out with a review of skip counting by fives, then fours, then and sixes.
This was to help reinforce their ability to quickly understand the progression of
each number to build fluency. We then moved on to a problem involving three
different colored scarves and purchasing two of each to determine the total cost of
the purchase.

We reviewed the use of each of the methods that the students could use and that it
was very important for the students to show their work. I had them take two
minutes in their group to discuss the problem and to see if they had an idea of how
to solve the problem. I use hand signals in my class to check for understanding and
asked the class to show me their level.

The students were asked to work on solving the problem in their group with one
rule: everyone must contribute one idea that could lead to a solution. For those

students who indicated that they were struggling to solve the problem, we went to
the table in the back of my room, where we discussed the problem and I offered help
to ensure that the students understood the concept, or where appropriate I guided
the student into finding the next step on their own.

The student use whiteboards and dry erase markers and know that when they are
dome, they turn over their whiteboards so that I can gauge student progress. They
also know that once they are done, they may help a struggling student in their
group. When I am done with the small group, I walk around the room to see who is
progressing at what rate. Once the students are done, I call whiteboards up! and
the class shows me their solution. The students really like this feedback and it gives
me a problem-by-problem assessment for every student.

I will then call on one or two students to present their solution to the class with a
random selection from an app on my iPad called Class Dojo. Next, I present a
solution using my iPad connected wirelessly via Apple TV to my projector using a
digital whiteboard app called Goodnotes.

The curriculum is structured such that there is a solid and rational presentation of
the mathematical theories, practices and application to build a solid foundation for
the students. Similarly, we are very cognizant of using proper academic vocabulary
and terms to ensure a solid foundation is developed.

By using the student whiteboards, I can continuously monitor student progress,

identify struggling students for more intensive intervention, as well as seeing what
mistakes are being made and at what rate the students can solve the problems. This
I find is very good, as it allows me the ability to make early interventions, or see
common mistakes and correct them early.

The two step problems were a challenge for the students as it seems that they have
become accustomed to be given something like 3 x 3 = _________ and provide an
answer. By having them work in groups and present to the class, I am hoping that it
will develop their critical thinking. This also helped by having them explain and
defend their answers and thought process.