) Surface Area Sage and Scribe gest | will because Next | will becauseee ee ed eet I Sage and Scribe Instructions usually use Sage and Scribe in my classroom after | have taught a new concept whole group Hand before students move into individual practice or centers. | have found this structure is far more effective [ for me if take the time to go over Sage and Scribe expectations and model the structure each time we do it I }elow you will see how | set-up Sage and Scribe in my classroom: I “Today we will be doing a Sage and Scribe. This is a chance for you to talk about your math [while you solve problems, and this gives you a chance to listen to your classmates thoughts. I have put you in P26 where think you can both help one another.” I “Does anyone think they know what “sage” means? Sage means someone who is very wise. [ What about 2 “scribe”? A scribe is someone who records exactly what someone else is saying, Today you will p P28 the chance to be otha Sage anda Scribe’ I Next, | ask for one student volunteer to come to the Smart board and model the procedure J with me. | put a sample Sage and Scribe question on the board and we walk through it together. Generally, | pean esses end the scent stat enthe Serb [example: 121+ 10 I Sage: “Hmi st | will see how many groups of 10 are in 12. | know there is only one group Vor 10 in 12 because 2 groups would be 20 and that is larger than 12. So put a 10n top of the 2. Next | will [ multiply 10x 1 and put the 10 underneath the 12 in 121...” s | model the student volunteer will be the scribe and record my work on the board. Next, | would purposefully make a mistake to see if the scribe is paying attention. | make it really obvious. age “Now | will subtract 12-10 and | will get 3” Atthis point the class goes crazy wanting to correct the mistake so we talk about how a Scribe ptould respond and what they could say to thelr partner. reference the Scribe million dollar phrases and we reate an appropriate, kind, helpful phrase for the Scribe. Generally we agree on something like , “Do you ' hink you could repeat that last step, | think there might be an error.” I The first couple of times my students do a Sage and Scribe | walk around the classroom istening for million dollar phrases and excellent student talk. | praise students for excellent math talk and T sometimes even use a ticket system incentive with a drawing at the end (when I do this the kids are [extremely motivated and get really into their math talk). I Ihave noticed that if | have students share one pencil they do a better job of following their Trotes. if they both have a pencil it is very tempting for the Sage to just write and the Scribe can then end up doing nothing. The point of this isnot for students to sit side by side and watch each other solve math percblems, they need to be actively engaged in talking through their thinking and listening to their classmates. When modeled appropriately this works really well and my students really enjoy arti 21. Decide which partner is taller and which partner is shorter and write your names in the correct columns 2. The taller partner should be the sage first and the shorter partner should be the scribe first, switch roles after each problem 3. When solving a problem in your column, you should always be the sagerases “Ton Dollar PI crib 7 be Milion Be = rases, Wait, “tees id hoon You . did thes | ide} step Plain why you 2 use ——— erst V will _—— pee because ——— susan Next 1 will — Fi able swer Is reason Hiknow my ans I) pecause--- I I I I I I I I p Taller Partner : Shorter Partner I i 1 I : I ' 2cm i Fan ' ' nm i : I scm i Ain I I i 2in I I 1. Find the Surface Area of the ; 1. Find the Surface Area of the I I rectangular prism above andcircle the} rectangular prism above and circle the f J answer: answer: I I I I I I I I I I I I I I I I I I I I eee eeTaller Partner 5 ft. 2. Find the surface area of the cube above and circle the answer: 20cm 10cm 12cm 3. Find the surface area of the rectangular prism above and circle the answer: 4. Find the surface area of a cube with a side length of 3 cm. Show the work below and circle the answer: Shorter Partner Aft. 4 ft. Aft. 2. Find the surface area of the cube above and circle the answer: 15in 3. Find the surface area of the rectangular prism above and circle the answer: 4. Find the surface area of a cube with a side length of 6 cm. Show the work below and circle the answer:rases fon Dollar P' ribe ™ Mil Mon D Sage Ollar By Fraser ecause ———— first Vwi _——P Wait, « i ‘an you ‘ did that lasp ate tin Why you because ——— ees Next 1 will — ‘ able wer is reasom Hiknow my ans) I I I I I I I I I I I p Taller Partner ; Shorter Partner I ; I I I 1 [Lew ! I scm aii I I : 2in I I 1. Find the Surface Area of the | 1. Find the Surface Area of the I I rectangular prism above and circle rectangular prism above and circle J I the answer: the answer: I 62cm? 100 in?Taller Partner 5 ft. 2. Find the surface area of the cube above and circle the answer: 150 ft? 20cm 10cm 12cm 3. Find the surface area of the rectangular prism above and circle the answer: 1,120 cm? 4. Find the surface area of a cube with a side length of 3 cm. Show the work below and circle the answer: 54cm? Shorter Partner Aft. 4 ft. Aft. 2. Find the surface area of the cube above and circle the answer: 96 ft? 15in 3. Find the surface area of the rectangular prism above and circle the answer: 310 cm? 4. Find the surface area of a cube with a side length of 6 cm. Show the work below and circle the answer: 216 cm?7 Thanks: y Frames courtesy of the 3am teacher https://www.teacherspayte achers.com/Product/Free- Frames-Backgrounds-by- a \ The-3AM-Teacher-196582 J _ Clip art courtesy of a ) Gotta Luv it Creations https://www.teacherspayte achers.com/Store/Gotta- PS Luv-lt-Creations C