BTC - Implementing When, Where, and How Tasks are Given (Ch. 6) and How to Weave Into Existing Curriculum

As we start with grade level content tomorrow,

I found myself turning to the book to review where and how I need to go.

We started introducing tasks while standing in the classroom last week,

So this seemed like a logical place to focus on this week.

This week we are going to work with integer operations,

Particularly, adding and subtracting integers.

I noticed during Test Trainer (a component of our online curriculum, MidSchool Math)

That this was an area of struggle.

And since positive and negative numbers are used regularly in 8th grade math,

Decided this was a great place to start.

So to get us started, I will have students standing around the whiteboard and go through the following scenarios...

Script:

Teacher: I spend 4 dollars at  Dollar Tree and 8 dollars at Kwik Shop, how much have I spent?

Teacher: I have 16 dollars and spend 5 dollars, how much do I have? 

Teacher: I am in debt 10 dollars but get paid 25 dollars, how much do I have?

Teacher: I am in debt 10 dollars and get paid 3 dollars, how much do I have?

These four scenarios can be represented with mathematical expressions that can be simplified to a single answer.

Write: -4 + -8 = ___ (-12)

Write: 16 - 5 OR 16 + -5 = ___ (11)

Write: -10 + 25 = ___ (15)

Write: -10 + 3 = ___ (-7)

After assigning random groupings,

Students will go solve integer puzzles from varying levels like the one below.

As part of this thinking process for how to introduce content,

I needed to think through how to marry my curriculum with these thinking strategies.

The following outline is what I came up with.

Math Simulator from MSM (Midschool Math)

Immersion Video - Addresses Ch. 6 of How and When to introduce the problem.

I will have students gather around the TV to hear about the problem for the day.

We will then shift to the whiteboard as students brainstorm how to solve the problem.

Once the task has been given,

Random groupings will be made.

Students will solve the problem from the Data and Computation Section.

Whole group discussion will follow

With the teacher sequencing the boards that will be addressed to hone in on the needed skills, common misconceptions, interesting strategies, multiple methods, etc.

If time, the Resolution Video will be shown. (This could be the intro for the next day as another input/retrieval opportunity for what was learned the previous day.)

Teacher Instruction (MSM component)

Prior to teaching this part of the lesson, the teacher will create leveled problems addressed in the teacher instruction section. Students will go to random groups to solve.  Consolidation from the bottom will occur during the whole group discussion.

Simulation Trainer (MSM component)

This can be done two different ways and I might experiment which way is most beneficial to learning.

1) Students do these problems on their own to check for understanding

2) Students work with table groups to continue the group think model for learning new material.

After completing the simulation trainer, students would write notes to their future forgetful self on the main ideas of solving the type of problem used in the simulation trainer.

Practice Printable (MSM component)

These are great Check for Understanding questions.  Would introduce the coding and would have random groups at the white boards solve as many as they need to before they believe they will be successful.

Add or complete their notes for their future forgetful self, based on their work at the vertical boards.