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Start with one color raft. Have students 'stay on' the raft if they agree or 'jump off' the raft if they have a different favorite color. Keep doing this until everyone is on a raft.

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(Only Some of Them)

Fears:

Only one person doing all the work.

Running out of time.

Hopes:

Find a good solution.

Work together and be respectful.

Norms:

Everyone has a job.

Staying focused for time management.

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Each student discovered whether or not they were a thinker, planner, helper, or doer.

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What can ALL students look for/ do to help them solve two-step word problems effectively?

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This PBL took place during WIN (What I Need) time.

The Team consisted of 19 third-graders who were a part of an extension math group. This means, they scored the highest on our most recent math test.

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Each student received a notebook where they can jot down all of their thoughts.

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This PBL took place over 16 days with each day having a 30 minute period to meet. There were 2 snow days during the 16 requiring adjustments to be made.

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Students spent time with partners to write down what they already knew about 2-step word problems and how they solved them.

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Students collaborated to see who (at our school) works directly with 2-Step Word Problems.

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In the photo above, we established things that may make 2-Step Word Problems tricky for each Stake Holder. Students were split into groups to empathize with each Stake Holder.

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Students brainstormed some things they need to know from each stake holder in order to brainstorm interview questions.

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Due to time constraints (snow day) plus availability, the interview questions were sent to each stake holder via Google Forms.

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Students were able to see the responses from parents, teachers, interventionists, and students. Unfortunately, no siblings filled out the interview portion.

Students discussed the interviews in small groups.

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Discussing Interviews in Small Groups (Day 6)

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Discussing Interviews in Small Groups (Day 6)

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Students used Fish Bowl to debrief. I had an actual fish bowl and 3-D printed little fish so that every student could get a chance to respond. After they were done speaking, the student would put the fish back into the bowl to symbolize their sharing time was done.

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The teacher kept notes for each stake holder and the notes were reviewed by students before heading into the next activity.

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Students were given 8 minutes to come up with as many solutions as possible.

Students came up with 159 ideas.

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Students worked together to sort ideas into 3 main categories.

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1. PEMDAS Chart/ Paper

2. Key Word Chart/ Paper

3. DEAL Chart

4. Meeting with Parents

5. Key Word/ PEMDAS Chart

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Students voted on a scale from 1-5 (5 being the best) whether or not each idea was Feasible, Useful, and New.

Idea #5 was selected.

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Students were put in a group with at least one other student who identified as a thinker. Students worked with their thinker to think of the key words used in word problems and what they mean.

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Students brought their Chromebooks to research more about PEMDAS, 2-Step Word Problem examples, and more Key Words.

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Students worked in a group containing Doers, Helpers, Thinkers, and Planners to begin to design their poster.

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Groups presented their prototypes to the class and each student filled out a See, Think, Wonder sheet for each prototype.

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Using their See, Think, Wonder papers students voted for the poster design they liked best/ the most informative/ the easiest to read.

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Students worked in their groups with larger pieces of paper to design their posters using the agreed upon design. This was a great lesson in time management as some groups didn't finish their posters while others did.

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Students decided how they wanted to split the information on the posters so that we followed our norms that everyone has a job. Once students were split, they began practicing on their cue cards/ what they want to say.

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We ran through the pitch once and students had an opportunity to meet with their groups once more to refine what they wanted to say.

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This pitch was delivered via video since teachers and interventionists are teaching during WIN time and were not able to attend it live.

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Teachers and interventionists replied to the video and offered feedback.

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Only 2/19 students have had any experience with PBL lessons in the past.

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As teachers continue to respond, students will be able to deliver their posters to various rooms for use. Students also received a mochi (squishy) as a symbol of their 'flexibility' and willingness to adapt throughout this PBL experience.