Student Work 3/19

During the designated math time my class performed math centers. The one center that I decided to analyze was the one where the students played the math game, Quizmo. The cards have different equations of multiplication and division on them with the answers on the back. One card at a time they have to find the answer (the correct number answer) on their Quizmo card and put a red marker on the number. Similar to BINGO, if they get a full row or line of correct equation answers they win. They are working on their multiplication and division so this is great practice for those skills. The big idea for this math center would be to practice multiplication and division by hearing the problem and then visually seeing it as an equation. Another big idea could be to determine the correct answer from many numbers (on the card).

One effective way to approach this problem would to play this game as a review after the students have practiced and memorized their times tables. As well, this is another form of practice for division and multiplication. Another effective way to approach this problem is to perform this game only using the multiples of certain numbers. For example, the students could organize the equations so they are only practicing divisions by 3s or 5s and vice versa for multiplication. One anticipated student approach could be to play this game with a small group and only putting the markers down for answers the other students put down. Instead of thinking to themselves and working out the problem, the student can easily rely on other students to find the answer. Another anticipated student approach could be to use a piece of paper as "scratch paper" to show work for each answer if needed. Maybe the student still needs to physically write down the equation to figure out the answer. In the case, the game would be good because of repetition and practice.

The student would first have to recognize the problem as a division or multiplication one. Next, the student would have to use their prior knowledge to get the answer. On their card, the student will have to match the correct number in their head with the one on the card. Like I said earlier, if this game is played before the students have mastered these problems, the student might have to use a cheat sheet, posters in the classroom, or an extra sheet of paper to work out the problem. The students currently mathematical thinking is having mastered the patterns and equations of 1-10s times tables. They are able to make connections between different times families. For example, students who have mastered these problems can see that 45/9=5 and similar to 45/5=9. These connections are made much faster once practice is done many times and they have been exposed enough.

One way to advance their thinking is to give them an empty quizmo card and they fill it in with their own numbers. Obviously they would have to have a limit to how high they can go but the teacher can tell them what specific multiples they are using and from their they would have to use answers they thought of themselves. Another way is to have the game flipped. The students can create a card with the equations on them and they have cards with the numbers on them. They would have to find the correct equation that goes with the answer.

3 questions about this artifact?
1. can the students express the equations in another way?
2. can the students come up with as many equations to equal one number? For example all the different equations that equal 20?
3. would this game be beneficial with higher number equations?

I could ask the students in an interview format about these questions. As well, I could ask the students to create a word problem with the equation and draw a picture to describe their mathematical thinking. I can also actually test if the students can come up with times families and see what happens. The would enjoy using the cards in this game to organize everything. For the higher number equations, I would have to investigate their skills and accuracy on their quizzes with this matter. for now this game is beneficial for their further review of their multiplication and division skills.