# Using Problem Based Learning with Math Lessons

♪[theme music] While you wait for me, look at the

center box where you have your topic. Remember I always leave off part of the

title of the topic because you are trying to figure out the lesson through your…

-problem Problem. Good job Jayden Through the…

-problem [class in unison] So look at the-look at the middle box.

Make sure your PBL is in front of you. So problem based learning is basically

switching the teaching around. So you are no longer doing direct instruction

where you’re just teaching everything um as the teacher. So for problem based learning I developed a

graphic organizer that looks a lot like the GATE template. It has the-the box in the

center where I pose the topic. But then I only do part of the title because

often times in the curriculum the title already is telling them what

the lesson is going to be. In problem based learning you want

them to get there on their own. OK, topic 4 dash 4 blank.

Read the rest with me. Two digit numbers.

[class reads with teacher] We’re going to do something

with two digit numbers. Okay, let’s go to the problem

box on your PBL sheet. Add…

-46 + [class in unison] 26. Explain how you solved the…

-problem [class in unison] And last part. Show your…

-work [class in unison] Very good. What do we use to… better understand your problem? Raise your hand. Dominic, what should we use?

-cubes Use cubes. So go in

your orange folder… find your CUBE sheet.

Mine’s up here. CUBES is like close reading. We use CUBES.

it’s a strategy to help us.. [students shout out

various answers] Better…

-understanding [class in unison] to understand better. Good. To have a better

understanding. So let’s look at our… Then we start with the first box which

is the problem box. And that’s where I have the problem typed. And I have that

there so that when we use the CUBE strategy they are able to write on the problem. They’re

doing all the steps. They’re circling, boxing, you’re able to

see their annotations. So after we break up the problem with

CUBES, we move to the independent box where now the students have an idea

of what operation or how-or how they’re going to

solve the problem. Think about your strategy. Write

what you’re going to use. So you’re not solving yet you’re

just writing your strategy on top. The first step is just you getting your

minds going because the real work is going to be when you talk to your partner.

Right? So I’m gonna let you work for two minutes

by yourself. Independent is voice level… -Zero

Zero. Two minutes to solve this problem. Go. In this step as the teacher I’m not

expecting them to get it right. I mean I hope that they would, but for me

my expectancy is for them to get their mind going, to be able to choose a strategy, and

to be able to explain why they chose that. So you’re going to keep looking in the

independent because now when you talk to your partner, and you have that discussion

piece using your math talk sentence frames, you’re explaining your…

-work [class in unison] Work. You’re doing the

show your work part. You show-you should have showed it so now

not only are you going to tell your partner what you used, what

strategy, but explain it. In the partner box they first discussed

with their partner using their math talk sentence frames what they did. I used-I used cubes because

it’s an easy strategy to use… by putting tens

and ones together. Eventually will lead into where they’re

discussing and solving on their own. So I set the timer, let them talk for about

a minute and decide within each other if uh what strategy the want to

use, if they want to keep theirs, but they have to

pick one together. During that time, during the partner time,

I’m walking around and I’m picking those students who are going to help lead the

class to that lesson. So they’re going to be the models. They’re going

to be the teachers. So Mercedes and Aiden, you want to

show us your strategy? Last one. And this is going to lead to our lesson.

We are going to do more of this today. And it goes with the place

value blocks. Ready? Okay. Let’s give

them our attention. So now they think it’s time for them to

show off their answers. Where as again, you as the teacher, know where the lesson is

going. So now you have chosen two to three groups who come up and explain and

the whole class is listening. So this should look familiar. She just did

a chart, she just said your splitting it into what Mercedes? Tens and…

-ones What is this look like? Our math problem we used…. today. Right? So you split up your ones and your tens.

Now I’m going to be quiet, it’s hard for me, so Mercedes and Aiden,

you got to jump in. Go. And then once you get the students up there

and they lead the direction you want, that’s the strategy you

choose as a whole class. You are now-you’re taking over as the

teacher, but they still don’t know that. The students are thinking that

they’re still leading it. Turn to the-your paper to the whole class

and we’re going to use two strategies. We’re going to use the place

value blocks to model and then we’re going to add using

place value with regrouping. Let’s draw each group first.

Ready? Let’s do 46. How many

tens in my 4-46? -4

-4 On the next side of this-right

here, draw a line down the middle. We’re going to write 46

and on the bottom of that 26. And we’re going to

follow Mercede’s… example the way she did the-the- it’s

called a T Chart, kind of making a T… In math I think it’s very important to have

students think in a way where there’s not just one way to do a problem anymore. And

that’s why PBL, problem based learning, works very good with Common Core because like

just this lesson, I had the problem solved um three or four different ways

and they got the same answer. ♪[theme music]