Mr. B's Confectionary Cabinet

Students are beginning a math unit on graphing. Students will begin the lesson by solving a "Battle of the Brains" word problem about fractions. This is a review of the math unit the students have just completed. Each student solved the problem. I pick one student to share his/her answer. If the other students agree with him/her, they will move to one side of the classroom. If the students disagrees with him/her, they move to another side of the classroom. If the students are not sure, they move to the back of the class. The student then models his/her thinking on the board before the other students to show why he/she selected their answer. I will assist if necessary, but my goal is to allow the students to lead this problem solving period with as little help from me as possible.
After that, I will introduce the lesson on pictographs and tell the students that they will get a chance to visit my snack shop to select their favorite snacks. I use the tables at the back of my classroom as a counter top and students come up and politely ask for their favorite snack. I serve them much like I would if I were the owner of or employee at a small snack shop. The take their snacks back to their seats. Once all students are served, we tally the results on our Smartboard. Once the results are tallied, we briefly discuss the components of the pictograph and I model my expectations for creating a pictograph for the students. I field any questions that the students may have about the assignment and I send them back to their seats. I have the students check their desks. Inside their desks is a colored die. This determines the groups that the students will be working in. I use my assessment data and anecdotal records to appropriately group the students. I share the location that each group will be working in and release students to their designated areas. I meet with my average and above average performers for about 5 minutes each just to ensure that they are completing the assignment correctly. I spend the most time (15 - 20 min.) with my low achieving students and help guide them through the assignments. Upon completion, student create a series of questions that another third grade student in a different class will have to answer about our class' pictograph. Students enjoy their snacks while they complete their assignments.