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Easel by TPT
EASEL BY TPT

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Problem Solving Strategies Poster & Labels - Become a Math Lawyer

Rated 5 out of 5, based on 22 reviews
22 Ratings
4,053 Downloads
;
Desktop Learning Adventures
1.6k Followers
Grade Levels
4th - 8th, Homeschool
Subjects
Standards
CCSSMP1
CCSSMP3
Formats Included
  • PDF
Pages
4 pages
FREE
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Desktop Learning Adventures
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Description

Standards

2

Reviews

22

Q&A

More fromDesktop Learning Adventures

Description

It's no secret that kids love to role-play. Why not have them become Math Lawyers and defend their answers? As math lawyers, they're given a chance to see their work from another perspective.


Students look at their work differently when they think of it as defending something important.  It was fun for me to watch their transformation from students writing numbers on papers to, "I believe in this work, and let me tell you why!"


This poster/label set reminds students that solving a problem is more than just writing down an answer. It gives kids several checkpoints to consider, including, "Does your answer make sense?"

Becoming a math lawyer encourages math conversation. I frequently pair up students to "defend" their answers. It's a great way to have them recheck their work before turning it in.

Not only does it help kids own their work, but it also improves study skills.

The labels make good reminders when attached to their math journals or notebooks.

Download your copy today!

This set includes the Math Lawyer poster, as well as a template for labels that fits Avery Labels 5168, 3.5”x 5".

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Total Pages
4 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

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CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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