Light Bulb Laboratory: Light Bulb Laboratory: An Inquiry-Based & Discovery Learning An Inquiry-Based & Discovery Learning

Approach for Math Approach for Math Lindsey Reinert & Diana CaldeiraLindsey Reinert & Diana Caldeira

KUDOsKUDOs Know:Know:

How to “Turn on the Light Bulb” to support the How to “Turn on the Light Bulb” to support the development of mathematical critical thinkers and creative development of mathematical critical thinkers and creative problem solvers for the futureproblem solvers for the future

Understand:Understand: How to use these math resources to expand problem How to use these math resources to expand problem

solving skills solving skills Empower your gifted students to be inquiry-based learners, Empower your gifted students to be inquiry-based learners,

not only in mathematics, but in real life situations. not only in mathematics, but in real life situations.

Do:Do: Explore how to use these math resources to expand Explore how to use these math resources to expand

problem solving skills.problem solving skills. Implement logic problems, puzzlers, and manipulative Implement logic problems, puzzlers, and manipulative

games in everyday math instructiongames in everyday math instruction

ResearchResearch

National Association National Association for Gifted Childrenfor Gifted Children

Pre-K–Grade 12 Gifted Program StandardsPre-K–Grade 12 Gifted Program Standards

Gifted Education Programming Criterion: Gifted Education Programming Criterion: Program Design Excerpt:Program Design Excerpt:

Flexible groupings of students must be developed in order Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum.to facilitate differentiated instruction and curriculum.

Learning opportunities for gifted learners must consist of Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, a continuum of differentiated curricular options, instructional approaches, and resource materials.instructional approaches, and resource materials.

http://www.nagc.org/uploadedFiles/PDF/Standards_PDFs/k12%20GT%20standards%2http://www.nagc.org/uploadedFiles/PDF/Standards_PDFs/k12%20GT%20standards%20brochure.pdf0brochure.pdf

Colorado Colorado Model Content StandardsModel Content Standards

Within Within everyevery Colorado State Standard Colorado State Standard is the directive to is the directive to engage studentsengage students in in activities that encourage: activities that encourage: – problem-solving situationsproblem-solving situations– communicating reasoning used in solving communicating reasoning used in solving

these problemsthese problems

http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.htm

Logical-Mathematical IntelligencesLogical-Mathematical IntelligencesMultiple Intelligences Menu Multiple Intelligences Menu

Ability to detect patterns Ability to detect patterns Approach problems logically Approach problems logically Reason deductively Reason deductively Adept at math and science Adept at math and science Manipulate numbers, quantities, and operations Manipulate numbers, quantities, and operations Typically precise and methodical Typically precise and methodical Prefer ordered and sequential activities Prefer ordered and sequential activities Currently highly valued by society Currently highly valued by society

http://www.cortland.edu/psych/mi/logical.htmlhttp://www.cortland.edu/psych/mi/logical.html

http://www.cortland.edu/psych/mi/MI-menu.htmlhttp://www.cortland.edu/psych/mi/MI-menu.html

•30 minute session

•Check list of tasks

•Commit to the task until completed

•On-going conferencing

•Mini-lessons

•Differentiated by student readiness and skill ability

Tasks include:

•Puzzlers

•Kid’s corners

•Logic problems

•Logic games

•Dice games

•Problem solving

•Thinking games

•Scholastic Dynamath Magazines

•Online computer math games

http://www.internet4classrooms.com/index.htm

Within the learning center students have access to a variety of manipulatives:

•Dice

•Playing cards

•Toothpicks

•Pattern blocks

•Money

•Base ten blocks

•Unifix cubes

•Straws

•Measuring scale

The focus for each Light Bulb Lab is an extension of the math content

For example:

Computation skills

•Number Sense

•Addition

•Subtraction

•Multiplication

•Multiples

•Division

 

  Math Light Bulb Lab Check-list _____________ Puzzler _____________ Logic Game_____________ Dice Game_____________ Logic Problem_____________ Kid’s Corner_____________ Thinking

Games_____________ DynaMath_____________ Problem

Solving_____________ Computer Math

Games

------------------------------------------------------_____________ Group Activity_____________ Partner Activity_____________ Individual Activity_____________ Your Choice

Differentiated by three levels of readiness:

Below Grade LevelGrade Level

Above Grade Level

A variety of tasks for each level of readiness A variety of learning preferences

Tactile Visual/Spatial Auditory Kinesthetic

Individuals or Partners

Choice

Below Grade Level Puzzle Cards

•Seek and Find Twelve

•Missing addend game (square fourteen)

•Developing skills and making connections with using addition and subtraction facts

•These activities will be working with making combinations within addition and subtraction

•Manipulation of a variety of numbers that can create one total.

Below Grade Level

•Dice Game

•Relationships between number families

•Support in making the connection between fact families

Below Grade Level•Scholastic Dynamath

•Manipulate real life data (calendar dates) to make combinations within subtraction and addition

•Connect to real life problems the students are trying to solve

•Makes the purpose of the math skill applicable.

Grade Level Puzzler cards

•Domino dot addition (5)

•Domino dot addition (5A)

•Developing skills and making connections using larger digits within addition, subtraction, and multiplication. •Manipulate domino’s creating combinations.

Grade LevelScholastic Dynamath

•Manipulate real life data (football scores) to make combinations within multiplication and addition

•Real Life Focus and Purpose

Grade Level Puzzler card

Fabulous Function Machines (1)

•Fact families within addition, subtraction & multiplication.

Above Grade Level

Puzzler card Nimble Number Games (4)•Connections across multiple areas (addition, subtraction, multiplication & division.)

Above Grade Level Puzzler cards

Cross number squares (4)

Fabulous Function Machines (2)

•Making connections using addition, subtraction, multiplication & division.

•Support student growth in understanding relationships between mathematical computation facts. (+,-,x, /)

Above Grade Level

Dice GameFour or More game

•Focusing on multiplication and division facts

•Connections between the two principles

• Partners or a group of three

Above Grade Level •Scholastic Dynamath

•This task has students manipulating large digit numbers within addition, subtraction, multiplication & division.

•The task is working with real life amounts within technology.

•bytes, megabytes, memory

•Students will be demonstrating their understanding of multiple computation within one task.

All levels in one task card

•Kids’ Corner

•Below Grade Level

•Number Jumble

•Grade Level

•Number Jumble

•Above Grade Level•More Challenging

School-wide ImplementationSchool-wide Implementation

Tips for ImplementationTips for Implementation Evaluate ResourcesEvaluate Resources

– GrantsGrants– PTAPTA– Fund RaisersFund Raisers

Select coordinatorSelect coordinator– Parent VolunteerParent Volunteer– ParaPara

Nuts and BoltsNuts and Bolts– ConstructionConstruction– Organizing a Rotational SystemOrganizing a Rotational System– Choosing Appropriate ResourcesChoosing Appropriate Resources– DocumentationDocumentation

Closure Closure

Restate purposeRestate purpose Wiki-link:Wiki-link:

http://gtresourceteacherjeffco.http://gtresourceteacherjeffco.wikispaces.com/CAGT+2009wikispaces.com/CAGT+2009