Wesley Heights, Year One
McFarland – Jen Weisphal
Learning Objective/Exit Outcomes:
Students will be able to solve multiplication problems in their head.
Students will be able to round any number to the nearest 10 in their head.
Students will toss ball gently to leader of activity.
Mathematics & Physical Education
MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
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.
Any Open Classroom Space, Ball
PAIR Specialist had students stand in a circle in the classroom. 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. 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 invited the teacher into the center of the circle to lead Cat-Ball in multiplication facts and rounding numbers to the nearest 10. Teacher would give a multiplication problem and toss the ball to the student. Sometimes the student needed extra time to think through the problem in their head. 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.
The students also needed a reminder that they would get the ball if they were quiet, and not shouting out answers, whining, or saying “pick me, pick me!”