Math+Mini-Teachers

=Math Mini-Teachers=

== ||< 1) List down all of the suggestions the students would say. You will be surprised on how great their suggestions are. If their suggestions are disjointed, ask them which of the ideas listed makes the most sense or how they could connect them together. 2) My class suggested to break up into groups and have mini-teachers. I required the students who volunteered to become mini-teachers to submit a lesson plan and list of materials they will need to teach their lesson.
 * **Title**: ||< Mini-Teachers ||
 * **Subject**: ||< Math ||
 * **Grade**: ||< 3rd ||
 * **Time Frame**: ||< 1 week ||
 * **Summary:** ||< Brainstorm with students on how they will they show ownership of their learning. ||
 * **Tasks**:

Group 1: Writing Word Problems involving subtraction (missing numbers) recording themselves on i-touches.

Group 2: Model Problem Solving using Mathplayground.com on activboard

Group 3: Sorting word problems written after previous lessons on small index cards about addition, subtraction (take-away, comparative). The mini-teachers pre-made a chart divided into 4 parts-addition, subtraction take-away, subtraction missing numbers, subtraction take-away.

Group 4: Computational math- subtraction of 3-digit numbers using place value chart, number-line, standard form - used dry-erase markers and their desk to practice.

3) I divided the class into groups and decided on the amount of time they will spend in each group. Two mini-teachers were assigned per group. I did not necessarily choose "expert" students but students who have the right attitude: willingness to work and learn from other students. 4) The first time we implemented, I monitored their conversation and interaction. I then asked the students to discuss what went well and what are some thing we could have done better. The students in each groups also commented on what they noticed their "teacher" did well and made some suggestions on what they could do better next time. || Observation of their interaction and how they are answering the questions the mini-teachers gave them. Please identify opportunities for differentiation. ||
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet?
 * 3.5(A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
 * 3.4 (A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; ||
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * What resources will be needed? (listed under each group) i-touch for recording, activboard, markers, erasers, index card with word problems ||
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round....The students did an awesome job reflecting on what went well and what needs to be tweaked. ||
 * **Examples**: ||< * [[image:100_2038.JPG width="337" height="255"]][[image:100_2037.JPG width="336" height="256"]]
 * [[image:100_2035.JPG width="343" height="264"]][[image:100_2034.JPG width="331" height="258"]] ||

Discussion:
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