Intervention: reteaching, review, and problem solving

In my role as interventionist I’m writing the middle school math curriculum for our Title 1 after school program. Circumstances outside of my control have prevented us from rolling out the program sooner, but invitations will be going out next week and we anticipate a start date within the next two weeks.

I know students will need review and reteaching of concepts, but I also want them to develop a repertoire of problem solving strategies so I will be including James Tanton’s Curriculum Inspirations. which is supported by the Mathematical Association of America. It’s a fabulous resource that includes a series of 10 strategies with examples.

Since the first lesson will focus on multiples and factors students will be introduced to Tanton’s think aloud on the Divisible by 13 task using the problem solving strategy Engage in Successful Flailing. They’ll solve the problem using the attached.

strategy1

Of course students will have opportunities to practice LCM. Then they will have a chance to explore multiples and 3 consecutive numbers problems from Don Steward’s site.

consecutive numbers

Several teachers will be implementing the after school program, so it makes sense for the curriculum to be delivered using Canvas. Each lesson begins with a content page that identifies the learning objectives and mathematical practices. The page also includes a resource link so teachers have access to answer keys stored in google drive.

title1a

As the title of this post suggests I want to balance review, reteaching, and problem solving.  Students need to be exposed to challenging problems but they need to have access to them as well.

Fraction multiplication task and tree diagrams

My students are rising to the occasion. They never encountered the following type of problem before but by the second day they were becoming masters of the universe.

A little elephant has 12 peanuts. In the spirit of giving each day he gave away a fraction of his peanuts, kept the rest, and then ate one. These are the fractions he decided to give away:

\large \frac{2}{3}, \frac{1}{4}, \frac{1}{8}

In which order did he use the fractions so that he was left with just one peanut at the end?

This task is the second in a series of three. I wanted to give the students a challenge while practicing multiplying fractions, but I also wanted the problem to be approachable. Frankly I think it would have been a disaster had I not introduced the tree diagram the previous day. While in previous years students had used tree diagrams for an occasional probability problem that approach was the farthest thing from their minds. My goals for the lesson were to practice multiplication of fractions while using the diagram to organize their work.

As they became more comfortable with the tree diagram student work became more systematic. That freed up their brains to concentrate on what is happening with the fractional amount. Several groups needed to be reminded that the elephant gives away that amount, which means he keeps the rest, then eats one.

Here’s an example of how one group organized their work:

peanut

 

One student, Jeff, had missed the previous day’s lesson where I introduced the students to a simpler version of the problem involving only two fractions.

peanuttask

He admitted he was a bit confused, “There’s a lot to keep track of.”

At the start of day two’s lesson several students were able to determine which fractions to rule out as starting points. After I reviewed the first peanut task one student said, “We have to start with
\large \frac{1}{2} because 3 doesn’t go into 14 evenly.”

On Monday, groups will tackle the third peanut task with minimal oversight. Those who finish early will work to create their own peanut task.
peanut2

I want you to know that the inspiration for these problems was provided by the Peaches Today, Peaches Tomorrow task on the NRICH website. Part 2 of the series captivated me, yet I thought dealing with 6 fractions in a 41 minute period would be too much for my seventh graders. Designing these problems was a collaborative effort and I want to thank my colleagues for their help in creating a meaningful twist to the problem (give away instead of keep).