Cooperative Lesson Planning Form

Subject Area: Math

9/24/15

Grade Level: 3rd

Date:

Lesson: Explorations in Place Value

Objectives:
Academic Objectives: The academic objective is for
students to gain expertise in expressing whole
numbers using expanded notation.
Social Skills Objective: The social skills objective is to
practice giving help and encouragement to
groupmates.
Decisions:
Group Size: 2-3 students
Method of Assigning Students: Stratified random.
Roles: Leader, Recorder, Errand Monitor, and
Presenter
Room Arrangement: Two to three students are knee
to knee and face to face on comfortable mats for
group work.
Materials:
a) Expanded Form Worksheet (per student)
b)Cooperative Self-Evaluation Sheet (one per
student)

c) Role Cards
d)Management Cups
e) Social Skills T-Chart
f) Team Praise Cards
g)Manipulatives/Supplies
Explain Task and Cooperative Goal Structure:
1. Task: Students are to (1) understand the strategies
required to do using the manipulatives, (2) solve
each of the expanded form problems on the
worksheet correctly and (3) be able to show how you
got your answer.
2. Criteria for success: All group members must be
able to explain (a) the answer and (b) how to solve
each problem to a classmate.
3. Positive interdependence: The cooperative goal is
for students to agree on one answer for the group,
for each member to understand how to solve the
problems, and for each member to be able to explain
the strategies required for solving the problem. To
help students work cooperatively, each group
member was assigned a role.
4. Individual accountability: Each student is expected
to write out the strategies required for the solution of
each problem. Second, the teacher will call on
students at random to explain how they worked a
particular problem. On Friday, a test with similar
problems is given to each student.

5. Inter-group cooperation: When a group finishes, it

is to compare its answers with the answers of the
surrounding groups. They must ask questions, dig for
deep understanding, and listen. Listening to each
group explain the answers will allows members of the
other groups to self-check their own answers.
6. Expected Behaviors: Listen, Assist, Explain, and
Ask for Help if needed.

Monitoring and Intervening:

1. Observation procedure:
Informal ____

Formal___

2. Observation By: Teacher____ Students ____

Visitors____
3. Intervening for Task Assistance: Is each group
member practicing strategy note taking,
participating in discussions with solutions and
questions. I watch the class and listen for questions,
quick assumptions, and need for clarifications.
4. Intervening for Team Assistance: I walk around
listening closely to be sure that each group is
working to complete its task.
5. Other: Are group member using their place value
chart as a reference tool?
Assessing and processing:

1. Assessment of members' Individual Learning:

Observation of individuals within groups in on task
discussion and completion of assignment.
2. Assessment of group productivity: Observation
that each group completes the task. Groups hand in
the expanded form worksheet from each member.
On Friday, an individual test is given.
3. Small group processing: Each member tells one
person in the group one way in which that persons
information was helpful. On their observation sheet,
group as a whole answers how they could work to
improve their contributions to the group.
4. Whole class processing: A new problem is
presented and the whole class works together to
solve it. Class answers as a whole was it helpful to
work with your group?
5. Charts and graphs used: N/A
6. Positive feedback to each student: Verbal feedback
while students are working together and praise for
correct ideas.
7. Goal setting for improvement: Cooperative SelfEvaluation of themselves and of group members, and
students identify one thing that can do better next
time.
8. Celebration: Show class an example of a fully
correct place value worksheet and praise class for
working hard and working well together!

9. Other: Extension/Applications: Journaling Have

students look up the word expand in the dictionary.
How does this relate to the term expanded form in
mathematics?