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>>teacher: Alright everyone, say step number two! >>class: Step number two!
>>teacher: Step number two is to write both factors in
expanded form. I see some vocabulary there that I like
...factor.
Everyone read the word with me. >>class: Factor
>>teacher: What does factor mean? A factor is... A factor is...
A visual instruction plan is a Fred Jones
strategy used to make the steps of an activity clear to students. So a lot of
times when you're giving instructions or a process for doing something the steps
for doing that problem are hidden in the problem itself. So a visual instruction
plan kind of makes those steps visual to the students at all times.
Alright so that's our PBS skill is listening; our objective is attending to
precision when analyzing a word problem. And your language objective is
use academically to trace the steps to solving a multiplication problem.
Are y'all ready? >>classs: Yes! >>teacher: Are y'all sure?
>>class: Yes! >>teacher: Alright, here we go.
Go ahead and open up your math notebook to your table contents.
The first step to building a VIP is to have students set
up their VIP so they'll need to get out their interactive notebooks.
Um they log it
in their table of contents and then they fold their paper into four parts so
that they can write the steps in each box. When I go to the first step I always
make sure that I reinforce the students to know that this is the seeing time so I
tell them what the step is verbally. I show them written out, and then I perform
the first step in a specific color.
Alright today we're going to build this
VIP using a see, say, do. That means first we...?
>>class: See >>teacher: See it,
then we...? >>class: Say it. >>teacher: Say it or teach it. And then we...
>>class: Do it. >>teacher: Then we do it. Good.
Are you ready? >>class: Yes. >>teacher: I can't hear you.
>>class: Yes!
>>teacher: I'm almost warmed up. I need a little more. Am I ready?
>>class: Yessss! >>teacher: Ok. Here we go.
Step number one is to draw an area model.
So I'm going to draw my area model straight across.
And then I'm going to make sure
that one part of my box is longer than the other. Does anyone know why I'm
doing that? Gloria...
Then I have students repeat the step with me. They teach it to
their neighbor and then they write it.
Go.
>>student 1: Draw the box. One side is going to be longer and one side is going
shorter because the tens place is longer and the ones place is shorter.
>>teacher: So now we are moving from do, back up to...
>>class: See. >>teacher: Good. So show me that you are seeing.
Alright. Good deal.
Alright, everyone say step number two... >>class: Step number two!
>>teacher: It's the same process for each step. Students see me do it,
they teach it to their neighbor, and then they write the step.
>>student 2: Ned was unpacking boxes for ornaments. If he had 79 boxes
with 88 ornaments in each box, how many ornaments does he have altogether?
>>teacher: Good. Let's... Ooh. When I'm reading word probems
I read it once-read it twice maybe even read it a third time
if I have questions but then I need to go searching for things
what do I need to go searching for? Jennifer.
In guided practice we work word problems.
Two to three. Um, we go through the process of finding all the central
parts of a word problem. And then we practice them together.
I invite students to the problem. Um...
one for engagement. Students are highly engaged to get my pen and come and circle
problems or elements of problems on the board. Also to get the engagement of
their fellow students because once a student is up and doing something in the
role of a teacher the other students are automatically watching.
So today we used academic vocabulary
to build our VIP. We used a see, say, do method to do it.
Where you were able to see me do it, you taught it
to your classmate, and then you wrote
your notes. Then we went over two word problems.
The first one we did altogether.
The second one you were to find my mistake while you did it the correct way
and found the correct answer. And now I can roll out independent practice for you.
After guided practice then we move into independent work. The students will have
um problems that are similar to the ones
that we worked out for guided practice the students are working completely
independently. You will notice that they have cups out: green, yellow, and red.
The green cup signifies that they're doing great-working the steps on their VIP
perfectly. A yellow cup tells me, the teacher, that the students are having
difficulty in one step on a problem but they can continue working until I can
come and assist them. A red cup means that they're stuck with the concept as a
whole and they need my immediate attention.
After the students are done with independent practice,
they will get on their iPads and do the exit ticket for the lesson.
Today our exit ticket was writing in math.
So they had to review the steps of multiplying multi-digit numbers in word form.
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