Student Debrief (7 minutes) Lesson Objective: Describe and communicate positions of all solid shapes using the words above, below, beside, in front of, next to, and behind. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. What new (or significant) math vocabulary did we use today to communicate precisely? Where did you place each solid on your paper? (Go through each direction and compare where students put their shapes on their paper.) Were there important words you needed to know to do this Problem Set? Compare with your partner. Did you put your shapes in the same place as your partner? What shapes do you see on your paper? How did the Application Problem connect to today’s lesson? Name Date
Student Debrief (7 minutes) Lesson Objective: Describe and communicate positions of all solid shapes using the words above, below, beside, in front of, next to, and behind. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. What new (or significant) math vocabulary did we use today to communicate precisely? Where did you place each solid on your paper? (Go through each direction and compare where students put their shapes on their paper.) Were there important words you needed to know to do this Problem Set? Compare with your partner. Did you put your shapes in the same place as your partner? What shapes do you see on your paper? How did the Application Problem connect to today’s lesson? Name Date