HIGH YIELD ROUTINES

For this high yield routine assignment, I decided to use the magical number 100
for all three grade spans. I picked third, sixth, and eighth grade to complete this activity
with. I started off with the eighth graders. I placed two whiteboards and divided the
class into two groups. Within the two groups, they divided themselves into teams of
four. I gave each team a blank white paper and their task was to come up with as much
as they know and have learned about the number 100. Before beginning the activity, I
asked the class to give me an example of anything they have learned, knew, or heard
that makes 100. One student raised his hand and said, Ten times ten. Then students
got together within their teams to come up with as many things that they knew that
makes 100.
As I walked around the classroom to listen to each team, I heard two of the
teams listing 100 chairs, 100 tables, 100 pencils, 100 cats, and etc. At that moment I was
not sure if I should stop them. I asked them why they wrote that. I started giving them
similar examples to what they were doing: 100 mice, 100 kittens, 100 houses, and then
asked them, Will my list go on forever? The students stopped and realized this is not
what they should be doing. Others students were creating addition and subtraction
problems such as 1+99, 2+ 98, 3+97, 101-1, 102-2, and etc.
I had students write their information on the poster boards. Their job was to
cross off anything that the other teams already had and to make sure not to write the
same thing on the poster. Students were using information around the room to come up

HIGH YIELD ROUTINES

with 100. One student used my Roman numeral chart where C is represented by 100.
That was very clever of her.
Looking at the eighth graders input, one side of the room did come up with what
I was looking for and the other group might have misunderstood what I wanted them to
do. The data shown on the eighth graders poster is that they are familiar with addition,
the distributive property, square roots, place value, multiplication, division and some
greater than or less than symbols.

Eighth Grade Data

HIGH YIELD ROUTINES

I worked with the sixth graders and did the identical set up and procedures as the
eighth graders. Here are their two posters. From their data, I see more of addition and
subtraction, some multiplication, and a few division problems.

Sixth Grade Data

The third graders were asked to pair up with students in their row. I was going to
have them write it on the poster board but I did not want to take up too much of the
teachers time so I collected their papers and put them together below. Since this is my
third time doing it, I felt as if I was more specific on my instruction this time. As shown in
the results, students at this level have multiplication skills. I was very impressed by some
of the data. They used addition, subtraction, and multiplication to find 100.

HIGH YIELD ROUTINES

Third Grade Data:

Reflecting on this assignment, I should have collected all the students individual
papers. I only collected the data where eighth and sixth graders wrote on the poster
boards. The first time I did it with the eighth graders; I felt that it was not well
presented. I wished that I could have read the actual high yield lesson first and see how
the teachers presented. I need to be more specific about what criteria I am looking for.
If students started writing down 100 dogs, 100 cats and etcetera, I would know what to
do by letting them continue or stopping them. This was a very interesting activity to see
how each grade level created examples and presented their posters and binder papers. I
was surprised how much all three grade levels have in common as far as examples.