Reflection: High Expectations Who Has More? - Section 3: Independent Practice


Today I only offer one set of problems for the class in spite of the fact that not all the students are in the same place. I know that some students will work quickly through the problems, while others will need my assistance or will take time to get out manipulatives and set up each problem during the work time.

The provision I have made for those students is to peer correct their work. The reason for this is that often these "quicker" students can do the work but not explain what they are thinking. By having to peer correct, they need to be able to justify the answer they have found. This step is a modification that, while relatively simple, is showing my expectations that students will not only be able to do the work, but they will also be able to explain their thinking to someone else.

I remind students that when they work together to correct the papers, first they should see if they agree on each problem. On ones where there is a discrepancy, students should tell what they did. Their partner should listen and if at some point they do not understand, they should stop their partner and ask them to reexplain their thinking. After a student explains, their partner should look for anything that did not make sense, such as flipping the 2 numbers in a subtraction problem, or adding 2 numbers incorrectly. If neither one can see a mistake that the other made, they should work together using a new method, such as manipulatives to see if they can agree on an answer. 

Students often explain their thinking to me, but they may not be totally clear about how they went from one part of the problem to another. I can usually guess where they are going. When explaining to another student, the explainer  needs  to present a clearer picture so the other person understands what was done. The peer correct affords students the opportunity to construct viable arguments and critique the reasoning of their classmates (MP3).

  One Set Of Problems
  High Expectations: One Set Of Problems
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Who Has More?

Unit 10: Money
Lesson 5 of 7

Objective: SWBAT determine which money amount is larger, remembering the importance of zero as a place holder

Big Idea: Students love to use money so it can be used to motivate them to explore place value with larger numbers.

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Math, Comparing Numbers, Place Value, Money, addition, subtraction
  45 minutes
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