Tuesday, November 3, 2015

Day 44: FAL Day 2 & "Fish Tale", Revise Rugs Task

Today's estimation was estimating Mr. Kraft's height. Surprisingly some students thought he was the same height as Mr. Stadel. Most estimated between 5'11" and 6'2" which was the correct range. They said that Ms. Nyugen's head was about 10 inches tall.

Another student example of solving Amy's equation showing all steps and work.

We started by reviewing the sample student work from yesterday that they improved. I also had them solve Amy's equation again, which was good. Some didn't know where to start, while others zipped away saying we finished yesterday's lesson with that.

Great equation, forgot to show an example where they checked their solution.

After writing their built equation at the top, another partnership solved their equation. Easy to check the answer because the other partnership built them! And they know how to check their solutions.

Then students worked in partners again on building an equation with 4 different operations and 4 different integers. Then they had to check their solution, and if it worked, write it at the top of the solving equation bottom section of the paper, cut it off, and give it to another partnership. I'm glad students didn't work by themselves because they would never have finished.

Here's an example where they did check their solution.

This task really shows the Common core standards of Mathematical practice because they are critiquing the reasoning of others. After they build the equation, they have evidence of how it was built, and can critique how someone else solved it if they got it wrong, and offer feedback.

Then they started on the Building and Solving Linear Equations (revised) task. I said to finish it for homework and it would count as classwork.

In accelerated, I posed the Fish tale problem from Yummymath.com for students. I just noticed my blog post from last year's students is linked on that page! Cool. Since some students have trouble drawing 3D objects, I showed students slowly how to draw the rectangular prism. I asked them what the problem was asking for. I asked them what they needed. Then I gave them the measurements so they didn't start before we talked about the problem.

I liked that students came up with both methods for solving it.

Last Friday with a sub they had worked on the Rugs MARS task. Instead of marking parts wrong or right, I only highlighted where work could be improved. Students would get the answer correct, of 9 feet, but it was super hard to follow their work. The whiteboard work yesterday and the Fish Tale problem today showed them exactly the level of detail required for high quality work.

What I mean by this is what most math teachers expect:

  1. An equation.
  2. Substituted values.
  3. Step by step work shown.
  4. Answer with units.
Without clearly stating that, I got work that had calculations all over the place and it was very difficult to see how they arrived at their answer. I posed it as if a 7th grader who'd never been introduced to the pythagorean saw your work and your answer, would they know how you solved it?

Students will work on proving the Pythagorean theorem tomorrow with two methods CPM offers, and then they'll start on Chapter 4. When I'm gone in Sojourn next week, I'll have students not going on the trip complete the Wheel of Theodorus, and other MARS tasks.

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