Math Jepoardy for Third Graders

I created a PowerPoint version of Third Grade Math Jeopardy. This game will be played in my classroom the day before winter break. The game uses actual math problems that my students need help practicing. There are five categories: addition, subtraction, multiplication, division, and mystery. I used a range of problems from basic facts to story problems, to critical thinking and more intensive problem solving. The $100 questions are easiest, and the questions get incrementally harder as the dollar value goes up. The math problems are based on problems students have had experience with in class so far this year. They all correlate to the Common Core State Standards for third grade math and our curriculum, Math in Focus.

This game is designed to be run by the teacher and played by the entire class. Students should be split into small groups so that it is manageable. The teacher can be the scorekeeper and facilitator. Students will need to have a good method of communicating before volunteering an answer to a problem. My suggestion will be to have students work together to solve each problem, even though it may be slower. They will also need pencil and paper to solve many of the problems. The game has links that allow the facilitator to go directly to the question and answer, and then navigate back to the main board. There is also a Final Jeopardy question, which is designed to remind students to practice math over winter break.

This game is great for differentiation. The dollar values are the differentiation in content. The lower amount of money the problem is worth, the easier it is. This higher amount of money a problem is worth, the more difficult it is. There is also opportunity for peer mentoring within the small heterogeneous groupings. Students of all ability levels will be in each group allowing for everyone to see, practice, and learn problem solving strategies.

I will be able to assess students during this game and after. I will observe teams working together and solving problems together. I am looking for inclusion and teamwork. I will notice the students who are leaders and those who are not contributing as much as well as those who are right on target. After the game, I could give a quick exit ticket assessment to get students’ thoughts on the group work and feelings of success or frustration with the actual math problems.

Project-Based Learning Talent Show

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This project-based learning (PBL) talent show is designed to find hidden talents in third grade students by exposing them to learning opportunities they may not have had in the past. This PBL activity will tie into our social studies unit about the community we live in, Ballard, Seattle. I got this idea from a project on Edutopia called, "LivingLegends: Oral History Projects Bring Core Subjects to Life."

I want students to learn about Ballard, but it can't come from me lecturing. They need to learn for themselves and make meaning accordingly. Students will begin by creating guiding questions for their research. Some examples are: What makes Ballard unique? Why is Ballard a great place to live? What is some important history of Ballard? I will arrange for community members to visit the class over the course of a couple of days. Students will learn beforehand who the speakers will be, what they do, and why they were invited. Students will also have input into our guest choices. Students will work in small groups of two to three and will write open-ended interview questions for the guests of their choosing. The questions will relate back to their guiding question. Students will prepare and practice. When the time comes for the interviews, students will take on the roles of interviewer, videographer, and photographer.

After the interviews are complete, students will review footage to find the most important information. They will compile the information and create a storyline and presentation idea. Editing movies can be very complicated, so other types of presentations will be available, such as PowerPoint, digital storytelling, theatrical presentation, or any other appropriate student proposal. Once projects are complete, students in all four third grades will come together and present their final products, creating a vibrant, living history of Ballard. Families will be invited to the presentation and all digital files will be made available on our school sharing site. The final piece of the PBL activity will be a student reflection on his or her own learning and process. I like to use reflections as assessments for PBL activities because it helps me to know what each student learned form the experience.

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I believe that this PBL activity will effectively help third grade students learn important facts and history about our town, which they would have otherwise not known. The goal of this activity is not only that students learn about the town and city they live in, but also begin to feel a sense of larger community, understand more about communities, and hopefully discover a new interest in history and community issues. I also hope that students take away some new technological skills and become excited about fresh, creative ways to present information. This PBL activity provides multiple opportunities for students to try new things and develop new interests. Students will have opportunities to craft thoughtful questions, conduct interviews, record video, take photographs, synthesize information, learn one or more methods of digital or other presentation, collaborate and cooperate with group members, present to a group, and also watch others take this journey. It would be thrilling as a teacher and a student to watch someone shine in any of these areas and gain a new confidence or inspiration.

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