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probably the biggest obstacle facing this lesson, is keeping the class on topic. It is hard to bring there attention back to anything once it has been said that they are going to get a pizza party. so it is president that everything else in the lesson be well thought out, and prepared, because the teacher is probably going to have to be enforcing classroom management during most of the lesson.

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as can be seen in the work sheet, the questions increase in difficulty as the students go through them.

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the way that the questions were set up encourage differentiation within the students. I observed one girl working with the problem doing repeated addition, and breaking numbers up into tens and ones to make the subtraction easier. and another student on the same question doing long division. so the openness of these questions lead students to solve them in ways that challenged themselves.

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the assessment for this lesson, was seeing how far the students were able to get in the packet, as well as strategies that were observed while floating around the classroom.

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The materials for this lesson are

a white board/ chock board

individual white boards for the students

popsicle sticks with rubber bands

work sheets for students

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The two best resources for students who were struggling were their white boards as well as popsicle sticks. the white boards were an easy place to create visual modules for the problems, and the popsicle sticks were a very helpful manipulative.

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there were a lot with this lesson sense it was working on such a difficult topic. the biggest misconception was that dividing 60 into equal groups of 12 was not the same as dividing 60 into 12 equal groups. I think this misconception could have been avoided by giving an example to the students about what I meant by equal groups of 12.

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The biggest suport for ELL students was in examples. I would draw pictures on the board to represent the math they I was talking about. when I was talking about dividing a pizza into 12 slices, I drew a circle and divided it up into 12 equal pieces. The being said there were not very many ELL strategies in this lesson, because my mentor teachers class does not have any ELL students struggling because of a language barrier. but it would not be hard to make this lesson more inclusive of them, by increasing the amount of manipulative that are used, as well as using the students as manipulative to help figure out the problem

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Background info that a teacher would need 

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Background info that a teacher would need 

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The lesson Pizza party panic, is an experiential problem solving lesson. Where students are not given the path to reach the answer, but instead given tools that will help them find the path on their own. It requires that the teacher has a base understanding of both multiplication, as well as division, and the early stages of both of these operations. This is not limited to repeated addition, grouping with manipulatives, as well as any strategies that a student might be coming up with on their own. It also requires that the teacher have the skills to identify what kind of strategies the students are using, and how to help them elaborate, and expand on their ideas with those strategies and not give them the answer. Along with this the teacher will need to be quick thinking and be able to adapt to the different needs that each student has. Also the teacher is going to need to have good classroom management skills, because the nature of this math lesson can make kids go a little crazy.

This lesson doesn’t exactly alien with standards, but falls between the standards of 2.OA.C.4, and 3.OA.A.1. the reason that if falls between these lessons is because of the nature of the questions. They allow students to solve them how they seem fit, which could land the students somewhere between these two standards. Which is appropriate for the students towards the end of the year since they will be moving into 3rd grade soon.