Hamilton-Wentworth DSB Lesson Study #3

Lucky Leprechaun

by Janet Wilson, OCT (facilitator), Leslie Bell, OCT, Maria Sinnige, OCT, Anna Ashworth, OCT

 

 

The Problem-Solving Context

Lesson Focus

• Arrays in multiplication
• Area
• The distributive property of multiplication

Curriculum Expectations

• Overall (measurement): Estimate, measure and record length, perimeter and area using standard units.
• Specific (measurement): Estimate, measure (using centimetre grid paper, arrays) and record area.
• Overall (number sense and numeration): Demonstrate an understanding of multiplication.
• Specific (number sense and numeration): Relate the multiplication of one digit numbers to real-life situations using a variety of tools and strategies (use arrays).

Problem Description

• Given an area of 36 tiles, have students determine possible floor plans.
• Have students choose one floor plan as their favourite and justify their choice.
• Students must show their work.

Actual Problem

A number-loving leprechaun is building an addition on his mushroom house. It will have an area of 36 square tiles. Determine three floor plans that the leprechaun might use. Show your work.

Materials

• • Square tiles
• • Grid paper
• • Chart paper

The Problem

Getting Started

The day before the lesson, read Sir Cumference and the Isle of Immeter as a read-aloud. Use a story-circle format and square tiles to play Inners and Outers as the book progresses.

The day of the lesson:

• Determine.
• Show your work.
• Explain your thinking.

Read the problem together and identify the math prompts found within it (determine, show your work and justify). Discuss and explain these terms. Record and post definitions derived by the class. Ensure that students understand the problem.

Working on It

Distribute materials. Students work in pairs to solve the problem.

Questions/prompts during teacher observation:

• Describe the problem in your own words.
• How did you get that?
• Can you show that another way?
• What math words can you use to explain your thinking?

Anticipated Student Responses

Reflecting and Connecting

Use communication as the congress focus.

Step one: Have students put stickies (one per student) on work where they thought the communication was clear, noting specifically what the student did to make it clear.

Organize by strategies used in communication.

Questions to ask during congress:

• What strategies could you use?
• What math words did you use to explain your thinking?
• How have people recorded their thinking?
• How have people organized their work?
• Why did you organize your work like that?
• How does that make it easy to understand?
• What numbers helped to make the work clear?
• What was the most challenging part of the task?
• What other math can you connect with this?

Exit card

Use one of the following:

• What did you learn today?
• What worked well today?
• What would you do differently?