The Terrible Two(step-word problems) by Samantha Bosma

Driving Question (Day 2)

samanthabosma2 — 2024-12-01 06:55:13 UTC

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

Team Members

samanthabosma2 — 2025-01-22 16:51:49 UTC

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.

RAFTS (Day 1)

samanthabosma2 — 2025-01-22 16:57:12 UTC

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.

Fears, Hopes, Norms (Day 1)

samanthabosma2 — 2025-01-22 17:00:30 UTC

(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.

Inner Heroes (Day 2)

samanthabosma2 — 2025-01-22 17:03:38 UTC

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

Creating Notebooks (Day 2)

samanthabosma2 — 2025-01-22 17:06:22 UTC

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

Time Span

samanthabosma2 — 2025-01-22 17:07:38 UTC

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.

Background Knowledge (Day 3)

samanthabosma2 — 2025-01-22 17:10:34 UTC

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

Stake Holders Map (Day 3)

samanthabosma2 — 2025-01-22 17:12:19 UTC

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

Need to Knows (Day 4)

samanthabosma2 — 2025-01-22 17:18:08 UTC

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

Interviews (Day 5 ish)

samanthabosma2 — 2025-01-22 17:20:20 UTC

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

Reading Through Interviews (Day 6)

samanthabosma2 — 2025-01-22 17:23:04 UTC

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.

Fish Bowl (Day 6)

samanthabosma2 — 2025-01-22 17:26:09 UTC

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.

Day 7 - Snow Day

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Day 5- Snow Day

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Notes (Day 8)

samanthabosma2 — 2025-01-22 17:30:01 UTC

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

Idea Quota (Day 8)

samanthabosma2 — 2025-01-22 17:31:55 UTC

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

Students came up with 159 ideas.

Sorting the Idea Quota (Day 8)

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Students worked together to sort ideas into 3 main categories.

Discussing Interviews in Small Groups (Day 6)

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Naming Our Focus' (Day 9)

samanthabosma2 — 2025-01-22 17:48:58 UTC

PEMDAS Chart/ Paper
Key Word Chart/ Paper
DEAL Chart
Meeting with Parents
Key Word/ PEMDAS Chart

F.U.N. Test (Day 9)

samanthabosma2 — 2025-01-22 17:50:27 UTC

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.

Thinkers (Day 10)

samanthabosma2 — 2025-01-22 17:53:48 UTC

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.

Extra Research Day (Day 11)

samanthabosma2 — 2025-01-22 17:55:36 UTC

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

Prototyping (Day 11)

samanthabosma2 — 2025-01-22 17:57:40 UTC

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

Feedback from Peers (Day 11 and 12)

samanthabosma2 — 2025-01-22 18:00:00 UTC

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

Dot Voting (Day 12)

samanthabosma2 — 2025-01-22 18:01:14 UTC

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

Creating (Day 13 and 14)

samanthabosma2 — 2025-01-22 18:04:06 UTC

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.

Practicing the Pitch (Day 15)

samanthabosma2 — 2025-01-22 18:06:09 UTC

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.

Practice Pitch (Day 16)

samanthabosma2 — 2025-01-22 18:08:37 UTC

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.

The Pitch (Day 16)

samanthabosma2 — 2025-01-22 18:10:11 UTC

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

Feedback

samanthabosma2 — 2025-01-22 18:11:29 UTC

Teachers and interventionists replied to the video and offered feedback.

PBL Experience

samanthabosma2 — 2025-01-22 18:13:18 UTC

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

Validation (on-going)

samanthabosma2 — 2025-01-22 18:14:19 UTC

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.

Pains (Day 3)

samanthabosma2 — 2025-01-22 18:19:29 UTC

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.