Inquiry Math

This year I have organized our math period different from last year.  We begin warm up fluency exercises on the rug, during our morning meeting.  Some of the exercises include skip counting, math games, or mini-lessons.



We then split into small groups.  The groups change daily.  Sometimes it is purposeful, and sometimes it is random.  Each group is then presented with a math problem that is challenging.  They are given 10 minutes to try and solve it.  My focus is on the process, rather than the end result. 





As the students work together to solve, I walk around and observe what strategies the students are using to solve the problem.  I am also watching how they work together.  This little inquiry exercise in our day is teaching the students much more than math.  It is teaching them how to problem-solve in a collaborative effort. 


It is also a window for me to see how they work with one another, and how they begin to solve a problem. 

On Friday, a couple of the groups were fighting over the manipulatives that I had passed to each group to help solve the problem.  I sat back and watched them.  This became a topic for discussion after the exercise because those two groups did not even come close to solving the problem because they were arguing.  Their lack of cooperation and positive communication became a perfect learning experience for the rest of the class.

One group got the answer right away in the correct format.  It was a student who is usually difficult, working with two other female students in the class.  He was the recorder.  They worked together, and finished before any other group.  I championed their problem-solving and collaboration skills for the rest of the class.  They were extremely proud.   

After the inquiry piece, I explicitly solve the problem incorporating feedback and strategies I observed as I walked around the room.