Wesley Heights, Year One
Heil – Jen Weisphal
Learning Objective/Exit Outcomes:
Students will be able to identify the similarities with multiplication and division word problems.
Students will be able to identify the differences between multiplication and division word problems.
Students will toss ball gently to leader of activity.
Mathematics & Physical Education
MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
PE3.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns.
- Throws underhand to partner/target with a mature form (facing target, stepping with opposition, transferring weight, and following through).
- Catches an object tossed from a partner.
Classroom Space, Ball
Students remained at the desks during the activity. Specialist started out Cat-Ball by explaining how to receive the ball and toss it back to Specialist in a gentle and appropriate manner and did some practice tosses to students. PAIR Specialist then asked students if they knew what the word “Category” meant, then explained that there are different categories for certain things. We played a practice round of Cat-Ball naming any animal they could think of, then increased the level of the activity asking students to list “Animals in a Zoo” to further express an example of a category, as well as encouraging students to think quickly, answering before they catch the ball.
PAIR Specialist then asked students to identify the clues that make a word problem a multiplication, tossing the ball to different students until all identifiers were shared. Specialist then asked what clues identify a word problem as a division.
PAIR Specialist then asked teacher to provide sample word problems on the smart board for students to identify what type of word problem it is and what clues within the word problem confirmed their guess. PAIR Specialist gave reminders to other students that, as a team, we are to be encouraging and give our teammates the quiet to think through the problem successfully.
Students stayed sitting at their desks for Cat-Ball as there was not a large enough area to stand in a circle. This did not impede the activity for this group, and in fact was an asset for all students to be able to see examples of word problems being shown on the smart board. However, some class groups have better focus if they are able to stand/sit in a circle to improve their focus and listening skills while the activity is going on.
These students only needed a quick reminder that they would get the ball if they were quiet, and not shouting out answers, or saying “pick me, pick me!” On the flip side of the coin, some students were specifically not making eye contact, so its important to reach out to these students and encourage team support for all players and that it’s important to try!