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Lesson excerpt:

NC Mathematics Standard(s):

Operations and Algebraic Thinking

NC.2.OA.2 Demonstrate fluency with addition and subtraction, within 20, using mental strategies.

Number and Operations in Base Ten

NC.2.NBT.4 Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Standards for Mathematical Practice:

3. Construct viable arguments and critique the reasoning of others.

6. Attend to precision.

Student Outcomes:

●     I can understand number relationships.

●     I can listen to and learn from my classmates.

Math Language

●     mathematician

●     greater than, less than

●     tens, ones

Materials:

●     A folded piece of paper with “22” written on the inside and “Mystery Number” written on the outside (The practice Mystery Number is 22. The clues are embedded in the Launch section).

●     Scrap paper or sticky notes (2 per student) or white boards and dry erase markers

●     Pencils

●     Mystery Number Cards attached to the end of the lesson (enough copies for one card per pair of students)

Advance Preparation:

●     Practice Mystery Number with a colleague first to become comfortable with the activity.

●     Print and cut apart Mystery Number Cards.

Launch:

1. Introduce the idea that mathematicians listen to and learn from each other. Say:

●       Let’s review things mathematicians do when working together (review Math Partners… or Working Together In Math chart from Lesson 2).

●       Today, we will learn how mathematicians also listen to and learn from each other. In order for mathematicians to learn from each other, they must listen carefully. Mathematicians show each other they are listening by:

            1) looking at the person speaking

            2) keeping their hands still

            3) sitting quietly.

Optional: Write the listening skills on a chart. You could also have picture clues or movements to help remind the students of the listening skills.

2. Encourage students to practice listening carefully, like a mathematician, as you read the Mystery Number clues.

• Say: Today, we are going to practice our listening and learning skills as a group. You are going to try to guess my mystery number. Listen carefully as I read the clues. After each clue, write a number that matches the clue. Each clue is about the same number, so you may have to change your guess after each clue.

• Give each student a scrap piece of paper, sticky note or white board with dry erase markers

• Say: Your first clue is: This number is a two-digit number.

• Give students a chance to write down their number.

• Say: Your next clue is: This number is less than 30.

• Say: Look at your guess. Does it match both clues? If it does not, cross it out and write a new number that matches both clues. If it does match both clues, write the number again. This is a time that you could ask students to share their number and as a class discuss if it matches both clues.

• Say: This number is more than 20.

• Say: Look at your guess now. Does it match all three clues? If it does not, cross it out and write a new number that matches all three clues. If it does match all of the clues, write the number again.

• Say: This number has the same digit in the ones place and the tens place.

• Say: Look at your guess now. Does it match all four clues? If it does not, cross it out and write a new number that matches all four clues. If it does match all of the clues, write the number again.

• Ask the students to share what they believe the Mystery Number may be. Ask them to describe how they knew what to write.

• Reveal the answer (22) and go through each clue showing how the answer matches each clue.

3. Say: You practiced your listening skills while I read the clues. Then we learned from each other as we talked about how the clues matched the Mystery Number. Mathematicians, today we’ll continue to practice listening to and learning from our partners as we give clues to guess another mystery number.

Explore:

1. Pair the students. Partner A is the speaker. Partner A gets a list of clues to read one by one to Partner B. Partner B will need a scrap piece of paper (or sticky note or white board) to write the guesses for the mystery number. Partner B is the listener. After each clue, Partner B will keep or revise the guess for the Mystery Number. Remind Partner B that they have to write down an actual number. Be sure Partner A understands to stop after each clue so that Partner B has a chance to change their guess.

2. Allow 4-5 minutes for partners to read clues and write guesses. Once a group has determined their Mystery Number, encourage them to talk about how they can check to see if their guess matches each clue.

3. If a student group finishes early, they can switch clues with another group, and switch roles.

4. Observe and collect formative data:

●       Are students making reasonable adjustments to their guesses after hearing a new clue?

●       Do students show evidence of listening carefully to each other by 1) looking at the person talking, 2) keeping their hands still, and 3) sitting quietly?

●       Decide which partners will share during the “Discuss” section of the lesson. Choose partners to share their clues and their list of guesses and demonstration of “listening like a mathematician”.

●       If a group is struggling with the procedure of the task, the teacher may need to model being Partner B by writing and revising the guess, as a student acting as Partner A reads a set of clues.

Discuss:

1. Have selected pairs share one or two of their clues and guesses. Discuss how each pair used the clues and listened to each other like a mathematician.

2. Ask for other examples of good listening:

●       How did your partner help you?

●       How did listening help you?

●       What did you learn from your partner?

4. Review the word mathematician by asking:

●       Say: What have we learned about mathematicians so far?  Possible responses include: “Mathematicians solve problems,” and “Mathematicians work together”.

●       Say: How did we behave as mathematicians today?” Possible response includes, “We worked together,” and “We listened to each other.”

5. Summarize lesson: Say: Mathematicians listen to and learn from each other. Today, we practiced listening to and learning from each other as we worked with Mystery Numbers.

• Can refer back to listening skills poster again to remind students what listening looks like in math.