Inquiry/5 E's Model Blog
5 E's
Example 1
Math Standard Used: 2.OA.1 Students will use addition within 100 using 2-digit numbers in a two-step word problem.
Back Roads Adventure: This is something I have taught before, but I would like to try again adding in all the steps in the 5 E's Inquiry Model. This lesson was given to me by a group of teachers who modified it from:
Evaluation: Students would assess how they did on the task. They would decide if they completed the task or not. I would also be able to assess how students did based on their map, organization and showing their work. Students share in groups the path they chose and why.
Inquiry Model
Example 2
I have taught something similar to this in math using "Investigations," which is an inquiry-based approach to teaching mathematics.
Same Math Standard: 2.OA.1 Students will use addition within 100 using 2-digit numbers in a two-step word problem
I would like to try this model by giving students the answer to the problem, then ask them to come up with several different problems that would work for the answer.
Before giving students the problem, show video to remind them of the things they pay attention to when solving a word problem. https://www.youtube.com/watch?v=0bSQzGDSt20
Then tell them they will be given the answer today and they get to write the story problem.
Example: The answer is 96. Write story problems using one-step. Show your work. Challenge: Now try two step problems. Show your work and be able to explain your thinking. Additional challenge for advanced students. Give them a 3-digit number to start with.
Step 1: Teacher would pose the problem to students.
Differentiation would need to be used for all students to be successful. The number given would need to be a number that the students know how to manipulate and break apart. Some students would be given a 1-digit or lower 2-digit number and possibly guided in a small group. Other students may have trouble writing the problem, so assistance may be necessary for that as well or a recording of their thinking.
Step 2: Hypotheses: This step could involve students working together about possible ideas, how to start the problem, how to use addition or subtraction, etc. Students would work in pairs.
To go through the other steps of this model, modifications would be necessary, but students would still go through the same deep thinking process to solve the problem. The end result or final assessment could be having students explain their thinking while sharing with the class. What was hard? Did they try something new if what they tried didn't work? Did they seek out other classmates for help when they got stuck? What would make this easier next time? How did you start?
Example 1
Math Standard Used: 2.OA.1 Students will use addition within 100 using 2-digit numbers in a two-step word problem.
Back Roads Adventure: This is something I have taught before, but I would like to try again adding in all the steps in the 5 E's Inquiry Model. This lesson was given to me by a group of teachers who modified it from:
Smith, Margaret Schwan, Victoria Bill, and
Elizabeth K. Hughes. “Thinking Through
a Lesson Protocol: Successfully Implementing High-Level Tasks.”
Mathematics Teaching
in
the Middle School 14 (October 2008): 132-138.
I would also modify the lesson by using the 5 E's method.
Engagement: Show pictures of different types of vehicles, then pictures of Moab. Students will tell which vehicle will work best for a Back Roads adventure.
Show first part of video: Four Arches Off-Road Trail Near Moab, Utah
https://www.youtube.com/watch?v=N_mYxJk-cAc
Show first part of video: Four Arches Off-Road Trail Near Moab, Utah
https://www.youtube.com/watch?v=N_mYxJk-cAc
Exploration: Students are given a problem, along with a map showing the number of miles to each trail along the way. They work with a partner to make a plan for possible routes they could take.
Problem: You are on a back road
adventure. It is 10 miles from Moab to
the gas station. You can go 100 miles before you run out of gas. You will begin at Moab and drive up to 100
miles until you reach the gas station.
How many trails can you take without running out of gas? When you are finished highlight your
route. Be ready to share your work.
Explanation: Students try out their plan trying different routes. Students would explain their thinking and possible mishaps along the way.
Elaboration: I would challenge student to come up with a different way they could go or a way that is exactly 100 miles.
Evaluation: Students would assess how they did on the task. They would decide if they completed the task or not. I would also be able to assess how students did based on their map, organization and showing their work. Students share in groups the path they chose and why.
Inquiry Model
Example 2
I have taught something similar to this in math using "Investigations," which is an inquiry-based approach to teaching mathematics.
Same Math Standard: 2.OA.1 Students will use addition within 100 using 2-digit numbers in a two-step word problem
I would like to try this model by giving students the answer to the problem, then ask them to come up with several different problems that would work for the answer.
Before giving students the problem, show video to remind them of the things they pay attention to when solving a word problem. https://www.youtube.com/watch?v=0bSQzGDSt20
Then tell them they will be given the answer today and they get to write the story problem.
Example: The answer is 96. Write story problems using one-step. Show your work. Challenge: Now try two step problems. Show your work and be able to explain your thinking. Additional challenge for advanced students. Give them a 3-digit number to start with.
Step 1: Teacher would pose the problem to students.
Differentiation would need to be used for all students to be successful. The number given would need to be a number that the students know how to manipulate and break apart. Some students would be given a 1-digit or lower 2-digit number and possibly guided in a small group. Other students may have trouble writing the problem, so assistance may be necessary for that as well or a recording of their thinking.
Step 2: Hypotheses: This step could involve students working together about possible ideas, how to start the problem, how to use addition or subtraction, etc. Students would work in pairs.
To go through the other steps of this model, modifications would be necessary, but students would still go through the same deep thinking process to solve the problem. The end result or final assessment could be having students explain their thinking while sharing with the class. What was hard? Did they try something new if what they tried didn't work? Did they seek out other classmates for help when they got stuck? What would make this easier next time? How did you start?
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