6311- module 3 by drew https://padlet.com/drew_polly/vrmmpsd0dwh2 Module 3 en-us 2017-09-05 23:46:08 UTC 2017-09-20 03:27:34 UTC hello@padlet.com Task 3 kmcdan12 https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/185086158 I explored the tasks by first solving the problem the way that both Sammy and Tyrisha did. I thought through why they would do each thing and how a child may explain this thinking. Then I thought about ways to simplify or make their work more meaningful which I think is what geared my questions to support their learning.]]> 2017-09-06 12:48:03 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/185086158 Sheri-Task 3 scaligan https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/186105222 I also explored this task by working through the problems the using the methods described in our task.  I then thought about questions I could ask them the extend their thinking.  Finally, I went to the NCDPI wiki and looked for tasks that would support buliding the understanding of multi-digit multiplication--specifically, I looked at 4.NBT.5 and found a task called Multiplication Strategies.

]]> 2017-09-09 20:26:12 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/186105222 Heather Curtis-Sowell hcurtiss https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/186190563 Mod3 Task 3
I first had to analyze what each student was doing and try to show their work so I could "see" their thinking. Afterwards, I kept re-reading what they said to make sure I was really understanding how they were attempting to solve the problems. Then I worked through the problems several ways to arrive at the correct answers so I could compare that to what the students had. Once I realized they both had misconceptions about how to solve two-digit multiplication, I felt it would be best to take a step back with them and get a better picture of where the breakdown occurred. It seems that there were struggles with both the process of multiplying two-digit numbers and possibly place value when representing answers. By listening and watching what they did with one by one and one by two-digit multiplication, I would have a better understanding of their thought processes and how best to proceed from there.]]> 2017-09-10 22:12:44 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/186190563 Clemons-Task 3 sclemon5 https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/187786227 Both students had incomplete explanations of their work. Sammy took a more traditional route to solving the problems, but failed to mention the fact that he would need to carry tens and hundreds as he wrote his answer. Tyrisha's method did not make any sense to me. I did not understand what she meant when she said "And this goes on and on." What does? How does it? Where are the numbers coming from? I could not figure out how she solved the problems to get a correct answer based on her explanation. I did discover her method to be more challenging but figured out the answer/method in the end. The questions I would ask Sammy are, "What do you do if you multiply and get a number and has more than one digit in the answer? Why is did you need to place a zero in the answer?" For Tyrisha, I would ask, "What do you mean this goes on and on? What do you do with the products that you got after multiplying them? Do you need to multiply every number by every number? Where do we need to start in order to figure out what to do next?"]]> 2017-09-15 00:14:19 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/187786227 Curry - Task 3 ecurry4 https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/188123982 Both students are relying on two trustworthy multiplication strategies, but they don't completely understand all elements of those strategies yet. Tyrisha's strategy is called the area model or break apart method. This is typically the first strategy I provide to students while teaching two-by-two digit multiplication because of how visual it is and the discussion I can have about the place value/multiplication relationship.  She is correct in that you break apart each number into expanded form, but she failed to mention that you have to actually draw the area model, partition it into four parts, label each part  with 20, 5, 30, and 6. She also doesn't understand what to multiply (20x30, 20x6, 5x30, 5x6) and then to add the four products to get the final product. Clarifying questions for Tyrisha would include what model she needs to draw and how she needs to label it. When she sees the four spaces, she might have an easier time understanding how to match up the numbers that need to be multiplied. This strategy ends up being a go-to for many students who aren't yet able to access standard algorithm, which is what Sammy tried to explain. His explanation was okay until he said to add the zero to make it look right. He needs to understand that the zero is a place holder since he has already multiplied the ones digit in the first number by the ones digit in the second number. He also failed to mention that when you multiply 5x6, you have to write the zero, carry the 3, and add the 3 after you multiply 2x6. Clarifying questions for Sammy could include where to carry the digit in the tens place, what to add it to, etc.]]> 2017-09-16 05:25:07 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/188123982 Barrett Task 3 BreanaB https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/188724733
Are Sammy and Tyrisha correct? Why or why not? How would each of them solve 98 x 76? What about 321 x 11 ? 
I believe that Sammy’s way of solving is correct. Sammy actually is describing how I learned and still do multiplication with two two-digit numbers. When reading over Tyrisha’s way it is hard for me to see how she would get the correct answer. She begins with breaking the numbers apart and then uses the original numbers but I believe multiplies incorrectly still especially because it states that she “goes on and on”. If posed with the two other problems I think both Sammy and Tyrisha would solve them exactly how they did this time. Sammy would multiply the number in the ones place by the two numbers of the other factor, similarly in 321 multiplied by 11 Sammy would do the same thing but multiply the digit in the ones place by the three numbers in the other number in the problem. Tyrisha would use her same method for multiplying, which doesn’t make as much sense to me.  

 For each of them what tasks or questions would you pose to help them further develop their ideas?

For Sammy I would have him continue to work on his algorithm but help him work toward a more concrete system. The way that he is solving is so focused on arriving at an answer rather than understanding how the number functions in the problem. For Tyrisha I would have her work on place value as well as reasoning for her process of arriving at an answer. 


]]> 2017-09-19 02:47:27 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/188724733 Ashton- Task 3 awill322 https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/189157697 Both students are incorrect. Sammy's way of solving the problem was a more traditional way of solving 2 digit multiplication. This is the way I learned how to solve multiplication, but he did not carry the tens and hundreds to get the correct answer. I feel that Tyrisha's way of solving the problem is more on the right track. I think that she just needs some redirection to get the correct answer. Given the the next two problems, they would probably solve them exactly how they explained. I feel that they have their own reasons for the way they are solving 2 digit multiplication problems. 
To help further develop their ideas we would talk through their ideas and why they worked out the problem in certain ways. I would continue with Tyrisha's way of solving the problem. ]]> 2017-09-20 03:08:14 UTC https://padlet.com/drew_polly/vrmmpsd0dwh2/wish/189157697