Week 7 Assignment 2 – Discussion Creation
Rationale for this discussion:
Since I teach 4^{th} grade math, I wanted to
make a discussion that I could use next year in my own classroom to try and
create more online activities in a traditional classroom. To do this, I wanted to make a connection to
the 4^{th} grade math curriculum.
In our school district, they use a computer program called ST Math where
they have to solve math problems to move a little cartoon penguin named JiJi
across the screen. I use this program a
lot for my Math Talk in our classroom to make connections to our math
concepts. ST Math makes visual
connections to the math concepts for the students. I would like to have a discussion at the
beginning of the school year to show how we will use JiJi during our math
talk. Below, I pasted in some pictures
to be able to make the connection to the discussion. In 4^{th} grade, we work extensively
with multidigit multiplication. Before
we start working on multidigit multiplication, we review basic one digit
multiplication. It is a good place to
use JiJi as a discussion topic to see who gets the basic concept of multiplication
before we move into multidigit multiplication.
Discussion:
In 4^{th} grade, we will continue to work
with multiplication that you have learned in 3^{rd} grade. But before we move forward, I would like to
see how well you understand the concept of multiplication. Below, is a picture of a math problem that
you might see on JiJi. You have to put
shoes onto the robots so they will move out of the way of JiJi. We will discuss how two different kids solved
the math problem and which of the students is correct. Study the picture below and think about how
you would solve the problem.
Now, I would like you to think about how you would
solve this problem. But, you can’t just
say the answer. Please provide a math
sentence (ex. 3+2=5) on how you would solve the problem and some reasoning to
why you would solve it that way. Then I
would like to compare how you would solve it to each student who solved it
below. Explain which student completed
the problem correctly and which student completed the problem incorrectly. Finally, I would like you to give reasoning
to why the student got it incorrectly.
Student
1:
Student
2:
Finally, you will need to read and respond to two
other student’s postings. I am looking
for each student to behave appropriately while responding to their fellow
students. An appropriate response would
be one of the following:
 · Build onto what they have posted. Add your own thoughts to what they have said.
 · Ask them how they got their answer.
 · Offer your opinion on their posting.
 · Give some feedback to their work by sharing your experience with the question.
 · Ask them a question you might have about their posting.
All of these activities are due by Wednesday after school. I will check the postings by 8 p.m.
Scoring Rubric:
Math  Problem Solving : 3x5=?


Teacher Name: Andrew
Norkoli


Student Name:
________________________________________


CATEGORY

4

3

2

1

Mathematical Concepts

Explanation shows complete understanding of the mathematical
concepts used to solve the problem(s).

Explanation shows substantial understanding of the mathematical
concepts used to solve the problem(s).

Explanation shows some understanding of the mathematical
concepts needed to solve the problem(s).

Explanation shows very limited understanding of the underlying
concepts needed to solve the problem(s) OR is not written.

Mathematical Reasoning

Uses complex and refined mathematical reasoning on why Student 1
was correct and Student 2 was incorrect.

Uses effective mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Some evidence of mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Little evidence of mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Mathematical Reasoning

Uses complex and refined mathematical reasoning on why Student 1
was correct and Student 2 was incorrect.

Uses effective mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Some evidence of mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Little evidence of mathematical reasoning on why Student 1 was
correct and Student 2 was incorrect.

Mathematical Errors

90100% of the steps and solutions have no mathematical errors.

Almost all (8589%) of the steps and solutions have no
mathematical errors.

Most (7584%) of the steps and solutions have no mathematical
errors.

More than 75% of the steps and solutions have mathematical
errors.

Working with Others

Student was an engaged with 2 students\' postings, posting to
their discussion posting with an appropriate response.

Student was an engaged with 1 students\' postings, posting to
their discussion posting with an appropriate response.

Student cooperated with others, but didn\'t post to their
discussion postings appropriately.

Student did not respond to other students\' discussion postings.
