Class Workshop 03 - Choice

Problem Solving, Patterns or Review

Objective: TLW consider what is an appropriate use of class time and how to choose.

Schema Activation: Jot down what you remember of the problem solving phases without referring to notes
or other papers. Try to write a name for each phase and a short description.

Focus: Frequently in class we’ll be using mathematician’s workshop. During workshop, you will typically
have choice of problems to do. The idea is for you to choose an activity/problem that is just right for you.
(Sometimes teachers will call this Goldilock’s Rule.) You are not trying to pick a problem you know how to
do already, because the purpose of this work time is to learn something new. Sometimes this will be about
picking the type of activity, and sometimes about adjusting a given activity so that you get the maximum out
of your time.

Too Easy Just Right Too Hard

The mathematics or other material
is something you already know
well enough that the activity is not
requiring thought or effort, or
helping you connect different
areas of your understanding. If
the activity is done with so much
time remaining that even
extensions aren’t enough to fill
your time.
While you have to think or work,
you are able to make progress on
the problem or activity. This does
not require that you be able to
finish the activity in the time
allowed. You feel challenged or
curious but not bored or
overwhelmed.
You lack the experience,
prerequisite mathematics or
vocabulary to even begin the
activity. Or when doing the
activity, frustration rises to the
point where you’re thinking more
about the frustration than the
activity.

Activity: Choices
Reading: Promoting Problem Solving
Explorations
Read the article on problem-solving.
Summarize the mathematics,
information about student problem-
solving, and information about teaching
in the article. How does it relate to
work we’ve done in class?
Problems: Pattern detection
Try the pattern problems
with a focus on problem
solving. After solving a
problem, create a recount
and classify it for problem
solving steps.
Review: Preassessment problems
A sheet with some of the
problems from the preassessment
that people found more
challenging. After solving a
problem, create a recount and
classify it for problem solving
steps.

Which do you choose and why?

Journal what you do for the activity.

Summary: What did you learn during the activity time? Did your choice satisfy the reason you chose it?

Dr. John Golden’s in class workshop

 Math 222 Billings (winter 2010)

Multi-Digit Division
Goal: TLW apply knowledge of relational strategies from fact situations to multi-digit
division problems
Activate Schema: What knowledge do we expect children to use/build upon as they
move from the recall of division facts to computing with multi-digit numbers?
Focus: Create a story-context to motivate the number sentence 408 ÷ 17
Try solving the problem WITHOUT using an algorithm; instead apply your
understanding of the meaning of the operations, place value, and relational thinking.
Activity:
These activity problems are taken from: Kliman, M., Russell S., Tierney C., and
Murray. M. (1998). Building on Numbers You Know: Computation and
Estimation Strategies: Investigations in Number, Data, ad Space (Grade 5).
White Plains, NY: Dale Seymour Publications.
Part A: For each problem, choose two first steps to complete (you're welcome to try all
3 starters)
1. 151÷ 7
a. Start by solving 10 x 7
b. Start by solving 2 x 7 and 20 x 7
c. Start by solving 70 ÷ 7
2. 300 ÷ 24
a. Start by solving 24 x 10
b. Start by solving 240 ÷ 24
c. Start by solving 24 + 24 = 48 and 48 + 48 = 96
3. 105 x 23
a. Start by solving 105 x 10
b. Start by solving 100 x 23
c. Start by solving 105 x 2

Part B: Choose at least one strategy for each problem to represent using an open array
model. Clearly indicate on your model how to determine the answer.
Reflection: Reflect on what you have learned through solving these problems. Make at
least 2 specific connections.
Extensions:
1. Go back and solve each problem using the third starter that you skipped in Part A.
2. Create your own starter for two of the problems and then finish solving the problem.
3. Create your Own Extension

Dr. Esther Billings’ in class workshop