What specific questions will you ask so that students will— make sense of the mathematical ideas that you want them to learn? expand on, debate, and question the solutions shared? make connections among the different strategies that are presented? look for patterns? begin to form generalizations? What other things need to be built in a particular order? How is this related to the order of operations? Does it matter what step I do first? What would happen if I divided before I subtracted? (ii) How will you ensure that, over time, each student has the opportunity to share his or her thinking and reasoning with their peers? The partner activity and the sharing of student work from their whiteboards allows time to share thinking and reasoning. (iii) What will you see or hear that lets you know that all students in the understand the mathematical ideas that you intended for them to learn? I will see a completed assessment that is done with few or no teacher explanation. I will hear explanation if a discrepancy arises during partner work. (iv) What closure will you bring to the lesson? If the lesson is a multi-day lesson, what are some possible stopping points? What closure will you bring at these stopping points? A possible stopping point is before the student-created equations. If you stop there, the closing discussion would be a review of the student work and a discussion of the errors found. (v) What assignment will you give students to do before the next class? The Building and Solving Equations sheet would be the summative assessment for this lesson. (vi) What will you do tomorrow that will build on this lesson? Hand out the re-visited sheet and have students complete it at the start of class.
What specific questions will you ask so that students will— make sense of the mathematical ideas that you want them to learn? expand on, debate, and question the solutions shared? make connections among the different strategies that are presented? look for patterns? begin to form generalizations? What other things need to be built in a particular order? How is this related to the order of operations? Does it matter what step I do first? What would happen if I divided before I subtracted? (ii) How will you ensure that, over time, each student has the opportunity to share his or her thinking and reasoning with their peers? The partner activity and the sharing of student work from their whiteboards allows time to share thinking and reasoning. (iii) What will you see or hear that lets you know that all students in the understand the mathematical ideas that you intended for them to learn? I will see a completed assessment that is done with few or no teacher explanation. I will hear explanation if a discrepancy arises during partner work. (iv) What closure will you bring to the lesson? If the lesson is a multi-day lesson, what are some possible stopping points? What closure will you bring at these stopping points? A possible stopping point is before the student-created equations. If you stop there, the closing discussion would be a review of the student work and a discussion of the errors found. (v) What assignment will you give students to do before the next class? The Building and Solving Equations sheet would be the summative assessment for this lesson. (vi) What will you do tomorrow that will build on this lesson? Hand out the re-visited sheet and have students complete it at the start of class.
Buildingandsolvingequationslessonforunit2fullexplanation.docx