Activity List
1. The "Four 4s" Problem
This problem is made to have students try to create expressions involving four 4s, with as many different values as possible. Then have students explain what calculation each expression describes, in a step-by-step fashion. You can vary it also: 5 fours, 4 fives, and have them see how things change. If you change the number from 4 to 5, some expressions will keep the same value, owing to their structure, although most will change. Some numbers will be easier to produce in one context, and others in the other. This also can lead to valuable discussions. Again, students need to be the focus on the generation of responses. The teacher is the one facilitating the discussion and taking notes using the Math Talk Protocol. One way to run this is to write the numbers from 1 to n, with n as large as will fit, at even spaces at the top of the blackboard. Ask students in succession to come up and write under a number an expression that yields that number. Require each new student to produce a different number, until no one can do that. Then you can change to, does anyone have a different expression for some number that we already have. And you can assign them for homework to try to create expressions that produce new numbers.
2. Vocabulary Tri Fold – Maintaining a Running List of Terms
At the beginning of the unit students will be making a tri-folded paper that will house the key vocabulary words for this unit. The paper will be folded into thirds and labeled “What I know”, “What I need to know”, and “What I learned” at the top of each column.
Addition: sum, added to, plus, more than
Subtraction: subtracted from, less than, minus, difference, take away, taken from. Note that “How much greater than” or “How much more” can also be prompts for subtraction as well. The change minus, original quantity unknown type will use a term indicating subtraction, but will require addition for its solution. Similarly, addition language can occur in a problem that requires subtraction. Special care should be taken here.
Multiplication: times, product, multiplied by, groups of
Division: divided by, quotient, divided into Likewise, “How many times greater” can be a prompt for division. It is important to make students conscious of these alternative formulations, and to get them into the habit of reading carefully and analyzing. “Attend to precision” is one of the relevant CCSSM habits.
Many of these terms can be turned into another graphic organizer. This will also be a reference chart in the room when this unit is implemented.
3. Quizlet - Vocabulary Flashcards
This is a technology component where students will be making/completing flashcards with important vocabulary for the unit. Included in this site are a variety of games, independent practice, spelling, and the automatic grouping of students. The site then has groups play against each other in a competitive manor. This can be used with smart phones or iPads. Understanding the basic words and their meanings an essential component to this unit. However, developing the habits of careful reading and analysis, enabled by clear understanding of vocabulary, is the end goal.
4. Think, Pair, Share or a Write, Pair, Share
There are variations of this very common method that I frequently use during instruction. I usually give a prompt and allow for a short amount of think time and the variety is within the next steps and how the information is shared between the students. Sometimes I will have students write, then pass. This is where a partner will write the second portion of a solution or add comments and feedback. The whole group then shares these.
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