Meaningful Homework?
Since the beginning of school, I have been a part of many discussions across grade levels about the value and purpose of homework. Using our homework policy as a guide, teams have developed homework that helps consolidate learning, is rooted in inquiry, allows for a degree of choice, and integrates IT in transforming how homework is communicated and completed.
At the end of last school year, I posted about Dan Meyer’s work on how to engage students in inquiry-based mathematics through open-ended problem solving. This past week, the Grade 2 team put this into practice while inquiring into how they can organise numbers by using a big bag of Gummi Bears packets. Following this lesson, they created a video of the lesson and posted it on their blogs to support parents in understanding what is going on in the classroom; allow students to articulate their learning; and create engaging ways to extend learning beyond the classroom.
This led one student bringing in several boxes of Hubba Bubba for the class to explore just as they had with Gummi Bears. Below shows the progression of the lesson they developed using Dan Meyer’s Three Acts of a Mathematical Story:
Since the beginning of school, I have been a part of many discussions across grade levels about the value and purpose of homework. Using our homework policy as a guide, teams have developed homework that helps consolidate learning, is rooted in inquiry, allows for a degree of choice, and integrates IT in transforming how homework is communicated and completed.
At the end of last school year, I posted about Dan Meyer’s work on how to engage students in inquiry-based mathematics through open-ended problem solving. This past week, the Grade 2 team put this into practice while inquiring into how they can organise numbers by using a big bag of Gummi Bears packets. Following this lesson, they created a video of the lesson and posted it on their blogs to support parents in understanding what is going on in the classroom; allow students to articulate their learning; and create engaging ways to extend learning beyond the classroom.
This led one student bringing in several boxes of Hubba Bubba for the class to explore just as they had with Gummi Bears. Below shows the progression of the lesson they developed using Dan Meyer’s Three Acts of a Mathematical Story:
- ACT 1: Engage All and Lower Barriers to Entry
- ACT 2: Determine and Overcome Obstacles
- ACT 3: Resolve Conflict and Extend
Act 1: Engage All and Lower Barriers to Entry
They presented the students with a visual that pushed students to question, wonder, and had very few words. It was something that connected to the students and would engage them in mathematical thinking that they might not have thought of before.
Students in Grade 2 were asked to pose questions about this box of Hubba Bubba. Rather than just posing the question yourself, students are able to formulate their own thinking, which also greatly increases engagement.
They presented the students with a visual that pushed students to question, wonder, and had very few words. It was something that connected to the students and would engage them in mathematical thinking that they might not have thought of before.
Students in Grade 2 were asked to pose questions about this box of Hubba Bubba. Rather than just posing the question yourself, students are able to formulate their own thinking, which also greatly increases engagement.
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The teachers then asked students to share their questions and then focused on the question that will help support the standards they are focusing on as a class. “Great. Love these questions. I hope we get to all of them. Here’s one I’ll need your help with first: How many pieces are in the box? Now estimate and give an answer that is too low and an answer that is too high." This allows all students to focus on developing their estimation skills and gives access to all students.
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ACT 2: Determine and Overcome Obstacles
Students began to figure out what they need to know and solve the problem. “What information would be useful to know here?" After students have listed all the information they need in order to solve the problem, they document their exploration to answer them.
Students began to figure out what they need to know and solve the problem. “What information would be useful to know here?" After students have listed all the information they need in order to solve the problem, they document their exploration to answer them.
"How big is a piece of gum?"
"How many pieces are in a pack?"
"How many packs are in the box?"
"How can we easily organize these to count?"
"How else can we group these?"
Students then took time to organise their mathematical thinking on paper.
ACT 3: Resolve Conflict and Extend
The students then were shown the original box, again and discussed and reflected on how they solved the problem. Whose estimates were the closest? How did they figure out their estimation? How did students solve the problem? Are there any other questions that weren't answered?
"Yes, you can each have a pack of gum." :-)
The students then were shown the original box, again and discussed and reflected on how they solved the problem. Whose estimates were the closest? How did they figure out their estimation? How did students solve the problem? Are there any other questions that weren't answered?
"Yes, you can each have a pack of gum." :-)
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