Description
Use as morning work, a problem of the lesson, or an exit ticket problem. The ultimate tool to improve mathematical reasoning and problem solving skills. This helps to address two of the more difficult mathematical practices from the CCSS. Students are posed a daily problem (place value in this pack) they will solve the problem and evaluate the answers of other hypothetical students. They will then explain their thinking and problem solving in writing.
When they are finished I have students close their eyes and I ask which answer they agreed with and have them raise their hand to show. This gives a snap shot to assess class understanding, a great way to review material, and valuable practice in constructing mathematical arguments and developing problem solving. This has been an amazing way to prepare students for state testing.
There are a total of eight standards for mathematical practice from CCSS that teachers are expected to tie into their curricula: These consistently hit
1. Make sense of problems and persevere in solving them
Students should be able to explain the meaning of a problem and actively look for ways that it can be solved. Instead of jumping right into an attempt at a solution, students need to critically analyze the math problem, speculate about the form and meaning of the solution, and plan a pathway to get there.
2. Construct viable arguments and critique the reasoning of others
When constructing arguments, students should consult definitions, theorems and previously established results. They will need to justify their conclusions by building a logical progression of claims and using examples. It’s also important that they be able to distinguish correct reasoning from that which is flawed.
This correlates with third grade chapter 1 of the Math in Focus math curriculum.
Highlights
Description
Use as morning work, a problem of the lesson, or an exit ticket problem. The ultimate tool to improve mathematical reasoning and problem solving skills. This helps to address two of the more difficult mathematical practices from the CCSS. Students are posed a daily problem (place value in this pack) they will solve the problem and evaluate the answers of other hypothetical students. They will then explain their thinking and problem solving in writing.
When they are finished I have students close their eyes and I ask which answer they agreed with and have them raise their hand to show. This gives a snap shot to assess class understanding, a great way to review material, and valuable practice in constructing mathematical arguments and developing problem solving. This has been an amazing way to prepare students for state testing.
There are a total of eight standards for mathematical practice from CCSS that teachers are expected to tie into their curricula: These consistently hit
1. Make sense of problems and persevere in solving them
Students should be able to explain the meaning of a problem and actively look for ways that it can be solved. Instead of jumping right into an attempt at a solution, students need to critically analyze the math problem, speculate about the form and meaning of the solution, and plan a pathway to get there.
2. Construct viable arguments and critique the reasoning of others
When constructing arguments, students should consult definitions, theorems and previously established results. They will need to justify their conclusions by building a logical progression of claims and using examples. It’s also important that they be able to distinguish correct reasoning from that which is flawed.
This correlates with third grade chapter 1 of the Math in Focus math curriculum.
