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Pelletier_CI370_LearningStory1
- 1. Did you know robots have 24 fingers? A 3rd Grade Learning Story Counting Rachel Pelletier February 2016
- 2. What Happened? Two weeks ago the 3rd grade class was introduced to story problems. Previously, they worked on multiplication, and then division. On this particular day they were given a worksheet with both types of story problems where they had to distinguish which was which and complete the 6 problems. The teacher began on the carpet, walking through the worksheet as a whole class but varying each problem. Then they were released to their desks where they could choose to work alone or with their study buddy. I came over to observe and support Linda while she worked her way through the first problem. She is looking at her 100 chart that has been highlighted for the multiples of six. Linda writes 6 x 4 = on her paper Rachel: How did you know how to write that equation? Linda: First we put the bigger number and the lower number has to be last Rachel: Oh I see. Lets reread the problem so we can show our work Linda: A robot has 4 hands. On each hand he has 6 fingers. How many fingers does the robot have all together? Rachel: So what could you draw Linda draws six tallies in one group, then four tallies in another group Rachel: Why did you choose to draw that? Linda: Because there are six so you have to put six fingers Rachel: Okay, what could you draw for the 4 hands? Linda draws four circles Rachel: Great! Now lets see, how many fingers does each hand have? Linda puts two dots in each circle until she gets to the 3rd hand and she stopped Rachel: Lets read this sentence again Linda: Each hand has 6 fingers Rachel: So how many dots should be in each circle? Linda: Six She works off her previous dots drawn and counts six dots in each circle Rachel: So how many fingers does the robot have all together? Linda: Linda counts quietly to herself pointing to the dots as she counts 25 Rachel: Lets count again Linda: 24 Rachel: Does that answer your equation 6 x 4? Linda: Yes Rachel: Great job!
- 3. What does this story demonstrate? Linda has been working on her multiplication and division facts. According to the Common Core State Standards, she is expected to be able to solve all multiplication and division problems within 100 and apply them to word problems. Linda is still working on knowing her multiplication problems, and often struggles deconstructing word problems into pictures unless she is working with a classmate or teacher. However once she goes through a problem she does demonstrate growth by being able to explain what she just did and why. In this learning story, we see Linda mixing up some of the rules she learned in class. She states First we put the bigger number and the lower number has to be last. This is a strategy for division. In fact, the problem presented should have been written 4 x 6 because each one of the 4 hands had 6 fingers. She also thought that between the four hands, their were only six fingers. After rereading the problem she was able to complete the picture hearing that each hand had six fingers. Then she knew to count the number of dots she drew to represent thing fingers to find her answer. However she either miscounted or counted one dot twice the first time, prompting me to ask her to count again. The second time she got the correct answer. Because she was able to get 24 the second time, I assume she knows how to count to 24, but simply counted one dot twice. She is still working towards knowing her multiplication problems, and resorts to pictures to find her answer. She may not have made the connection that should could count each hand by sixes, or she may not be comfortable counting by sixes. Common Core State Standards CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
- 4. Where do we go from here? Linda has made large strides in her mathematical abilities. Often after I work with her I see her applying concepts we had just discussed in her next problem. This tells me she can comprehend the idea of what to do, but may not always know why she is doing it. I believe that working through more word problems is crucial so she can understand why we are doing multiplication or division. I think she would benefit from creating the problems from manipulatives or creating our own realistic problem to solve. This way she understands what we are looking for, and how we get there. It also would be easier to understand the concept of each and equally that she seems to get confused with. In addition it is important to continue working on math facts so she can know them off the top of her head and apply them to these word problems, or check her work. Linda seems to be at a similar level in her mathematical abilities as her classmates. Everyone is still learning multiplication and division currently. Will more practice and repetition she will be get the correct answer with ease in the near future!