Kristin Sarboukh and Eric Cottrell March 25, 2013 Strategy Share Name of Strategy: Puzzle Pieces

Co-Teaching method of delivery: Station teaching. Teachers split group and content; each teacher takes a group, then they switch groups. We feel breaking into three smaller groups would make it easier for students to review the facts and make sure everyone understands the material before doing the strategy. Eric will take one group and review division, Kristin will take one group and review multiplication, and the third group will practice pairing equations with their appropriate quotient/ product. Then the class will be broken in half, the half with Eric will do puzzle pieces with division facts and the half with Kristin will do puzzle pieces with multiplication facts. Then they will switch

Materials need: Power point slide containing directions for third group in station teaching Power point slide explaining direction for the puzzle pieces strategy Index cards for strategy Index cards for each station Multiplication/ division chart Timer

Relevant Uses: Content knowledge review and reinforce Support for social skills objectives Support for kids with attention deficits

Grade Level(s): 3th, end of the year (April/ May), review for exam

Describe the strategy with specific directions for implementation: 1) The class will be broken up into three groups and each given a division/ multiplication chart. 2) Eric will review division with group one; Kristin will review multiplication with group two, and group three will work independently in matching equations with quotients/ products. 3) Each station will have three minutes to either review or practice. 4) After each group has visited each station, we will break group three up into groups one and two so that each teacher has half of the class. 5) Describe directions for strategy share and bring them up on the power point. 6) Hand out index cards to corresponding groups

7) Have each student find their appropriate match 8) When each pair thinks they found their match, they will come check with Eric or Kristin to see if they are correct, and then sit in the corner they started in. 9) Once both groups have completed, they will switch. 10) Repeat steps 6-7. 11) Once students have found their match, they will come check with Eric or Kristin to see if they are correct, and then sit back at their desks. Possible Variations: Some possible variations for this strategy at both the elementary level and secondary level are using this strategy across content areas. It can be used in social studies or science by having questions and answers about the topics that are being studied. In language arts, you could use this to teach things such as rhyming words, where the students will find the person whos word rhymes with theirs. It can also be used again in math with another topic such as fractions or adding and subtracting. As the grades get higher and the material gets more complex, have the questions and problems simply match that difficulty.

How might this strategy be adapted to meet the needs of students with various different disabilities? This lesson can be adapted to meet the needs of students with various different disabilities by varying the difficultly level. Instead of giving each student an equations and having them figure out the answer and then find their partner with the same answer, students who are struggling can simply get the product or the quotient and higher abled student can get the equation that needs to be solved. Another way to adapt for students with auditory processing needs is by adding visuals. Having the directions on the board or on a power point and by having the visuals of the multiplication/ division chart will help students who need that extra visual support. Lastly, it could be differentiated by the different pairs we group students in. You can have the students work in pairs when finding their matching puzzle piece. This can be heterogeneous grouping to help academically or for social reasons.

Multiplication / Division Chart