After attending one of the most powerful mathematics professional developments with Matt Vaudrey and John Stevens as the chefs in La Cucina Matematica they shared a wonderful site that fits right up my teaching alley, Estimation 180. The site offers a day-to-day estimation scheme, which helps students increase their mathematical thinking and sharpens their estimating skills. I love the idea getting students to use their instinct and to reason through their thinking on figuring out these problems. I always find it amazing how even the most reluctant learner will throw their hat in the ring with a compelling prompt, taking a risk when there is no wrong or right answer. The learners are always so passionate about their reasoning and it sparks some great on topic discussions.

That aside, Estimation 180 offers another nugget of gold, which are pre-made lessons, based on the 3 Act strategy implemented by Dan Meyer (to the best of my knowledge he is the first person I know to coin this term). On the teaching front, I often adopt this model, I find it is a natural way to increase students buy in and a fun way to facilitate learning. My background is based heavily in secondary and college curriculum, so I have spent this year getting my feet wet with the elementary grades. Of the number of lessons I have done this year in lower grades, I was extremely excited to see an awesome lesson prepared at Estimation 180, ready to go, which I saw as the second graders I was planning the lesson for are just entering addends with three digit numbers. The lesson, Bester Egg Tower, was a perfect starting point, I built a presentation around it, and went to try out the lesson. A preview of the materials I downloaded and my presentation are here.

The lesson went off very well, the kids were so excited, we had them sharing in groups of three, building the trays of eggs with ice cube trays, and Styrofoam colored eggs (colored for each group). The pace was pretty quick, as I tend to be very high energy in the classroom (a behavior management and buy in tactic as much as my personality), and I like to keep things moving according to my quick formative assessments, I adjust as necessary.

Although I felt great about the lesson, there were many things I learned that I will be more aware of with more practice. First of all, when students wrote what they noticed and what they wondered, I was surprised that about half the class didn’t know what to write. As a teacher, I am concerned because the 6 year-olds in my life are suffering from the same condition, they are not as excited about school, and don’t ask nearly as many questions as I would imagine they should be at this age. If kids don’t wonder about anything, then learning doesn’t follow as readily. So front loading what it is to wonder, and having question stems (and sentence frames) will be great additions to this lesson.

That being said, the next thing I was surprised to have students share out as their questions (which are recorded in the notepad document here) were either about why the chickens moved so fast or why the teacher was stacking the eggs. I was anticipating the latter, but reflecting on the lesson the former makes a lot of sense, as kids wouldn’t be used to seeing chickens moving in high speeds….leave it to kids to point out the obvious and make the teacher wonder.

The biggest moment for me came, when I asked the kids about the ten frame the carton of eggs, I asked the kids to compare and contrast the two. One student shared he contrasted that one was even and one was odd.

As you can imagine, my teacher brain was thinking but they are both even, and I was thinking I needed to ask for clarification. My normal inclination may have been to ‘jump in’ to ‘save this poor kid’, but I didn’t and I asked for clarification. The student said that the ten frame as five in a column and the egg carton had six, so one is odd and one is even (granted those weren’t his exact words, but that’s what he meant). Do I really need to say more here? Wow, I know.

One adjustment I would make for next time is to have a picture of just one row of the stack of eggs, I think having the kids get to the point where they are understanding just one row (3 dozen eggs, so 36 eggs in a row) is a great starting point to move forward. We finished on getting kids to the “doubles” plus 1 number of 12, and we talked about the strategies the kids used to get their result.

All in all, it was a tremendous amount of fun, and I can’t wait to do this lesson, in another second grade class. I can also tell the students loved the time we spent, because it took literally 3 full class hugs and several high fives for me to be able to get out the door. Two weeks later, I see a group of those kids on campus, they run over to me, hug me with unison cries of “When are you coming back….” Needless to say, second graders may be my new favorite grade level, at least until I teach Kindergarten again.

Here are some students’ work from the day, I tried to capture the range of responses that the kids produced, the gradient of abilities.

A huge thanks to the chefs at La Cucina Matematica and for the folks at Estimation 180 for making these great resources available and for inspiring some alternative fun. I have loved the 3 Acts theme for a while, but seeing that it works with second grade was amazing. The last thing I forgot to mention is that the kids had a very hard time estimating how many eggs they thought would be in the tower, this shows that the kids may not have a strong sense of the size and quantity of these numbers. As they are just now learning about 3 digit addends, I think this reflects in their difficulties with estimation, which is another reason why the estimation practice may be helpful – especially in terms of thinking about the reasonableness of their answers in their own work (some SMPs) in the mix as well.