Excerpt taken from Google Document used for short term and long term planning: Thinking about

the question, whats the point of what were doing in math? Vision for this investigation -build individual math strands..use Doceri to visually represent (with open arrays) what is REALLY happening to an equation throughout a strand. Have to play around and think about what the relationship between each equation in the strand needs to be in order for the Doceri math story to make sense.

Math Strand Investigation Task: - in teams of approx. 5, students will build a math strand that utilizes a variety of different strategies for manipulating equations. - on paper, each student will be responsible for one equation in the strand: they will share how they think about the question (by showing ALL of their work and drawing the box to represent it), and how they proved that they had the correct answer (by cross checking with the equation prior) - the team will use this to develop a Math Strand Story in Doceri by illustrating the transformation of the box as it moves throughout the strand and voice recording the explanation of each - Requirements for this to work: - Each equation must be related to the one right before it - The boxes must be illustrated to scale so that the transformations actually show the strategy that was used! Curricular outcomes: - reinforcing place value, enhancing number sense, developing strategies for multiplication, deeper understanding of what multiplication really is, double digit by one digit multiplication - Inquiry in math doesnt necessarily have to be a math investigation that would take place in the real world; instead it should be REAL mathematics. This is not simply computation of equations; it is an investigation of the connection among numbers and what multiplication LOOKS like, which is what mathematicians also do. - Strategies for multiplication addressed: doubling/halving, one more than, distributive property March 18, 2013 Math 4.1/4.2 Objective: Given a specific beginning equation, students will use strategies for manipulating multiplication equations to build their own strand. This objective will help us move closer to having students work in groups to develop their own strand, and demonstrate their understanding by illustrating (explaining) this strand in a Doceri video. Introduction: Briefly review how the product of an equation changes as a result of a specific manipulation of one or both of its factors. Introduce 3x11if students need, discuss how we can split the number 11 up so that it is less intimidating to multiply! Hand out labels for students to put in their books (with a list of the factor manipulations weve been exploring). Students can use these labels to keep track of the strategies they have used as they build their strands.

Activity: Build a strand that begins with the equation 3x11. - The strand must have at least 5 different manipulations. The specific strategy used should be labelled. - All work/thinking must be shown. - Each equation must be illustrated with an open array. Materials: math books, whiteboard, iPads Assessment: To what extent are students able to apply the many ways we have been exploring to manipulate multiplication equations to build their own multiplication strand from a given equation? Students will take a photo of their work and submit it on Edmodo, as a check in. Reflection: 4.1: block 1: reviewed effect on product by having students help me fill in a chart, discussed how we could approach 3x11, students worked on building a strand that began with 3x11. Explicitly remind 4.2 to show their work and draw boxes to illustrate! A couple students seemed confused about by how we approached splitting up 11, and chose to spend a few extra minutes revisiting this while the rest of the class got started on their strand. 4.2: This class flew through filling in the factor manipulation/product chart! However, there seemed to be more students in this class that didnt completely understand the task for this class; lots of comments and questions about what to doit was kind of cool to see them struggle and have to work through their challenges a bit. I noticed that even though I specifically mentioned it, lots of students arent showing their workneed to revisit this tomorrow. I asked students to consider if/how they might be able to use doubling and halving in a strand that starts with two odd numbers, think about it, and come back with a thought tomorrow.