## Reflection: Perseverance Solving Multi-Step problems giving part to whole ratios - Section 2: Bell Ringer

My students are new to the full implementation of the mathematical practices embedded in the Common Core.  Our students have had a lot of practice with having mathematical discussion with their peers.  MP 3 is one of the strongest of the 8 practices with our students.  The toughest of the 8 practices for my students is MP 1.  My students crave help when they are stuck.  Finding starting points is their toughest struggle.  My students tend to read a word problem once and automatically give up.  I have had many students shut down completely when I tell them to keep thinking, or continue to struggle through, or I am unavailable for 10 minutes.  I see students sit and stare off, or moan, or even throw their pencils.  The best reactions that I find are those who moan, and throw their pencils.  This is a sign that they are truly trying.  Those who stare off worry me.  These are the students who simply just give up. For these students I tell them to begin working.  Stop staring.  The usual reaction is "I don't get it."  "You won't help me." When I tell them to continue thinking they respond with, "But I don't get it, so I am not doing it."  At this time is when my super teacher cape is put on and I give them consistent motivation.  I give some examples in my teacher guided note section of this lesson.

With this particular lesson, I had one female student who refused to continue to think through. She was so extremely frustrated that she threw her pencil on to the desk, placed her hand on her face, crossed her legs, and rolled her eyes over and over.  Yes, honestly this provoked frustration in me.  My first reaction was to tell her she had no choice but to continue to work, or she would get no credit for today's lesson.  After 5 minutes went by and she still sat and did no work at all, I called her to have a one on one with me.  The learning lesson for me, was that I can not expect struggling learners to jump into these mathematical practices with no transition at all. Students will not gain from these practices without having a guided hand into full implementation.  After asking her guided questions, pointing out information from the problem that she knew, she gained a starting point.  We worked through problem 1 together enough for her to begin to work on her own.  During pair up time she felt she had enough to share with her peers, and the remaining information she needed to solve the problem was gained through the discussion with her peer group.

Student reaction with mathematical practice 1
Perseverance: Student reaction with mathematical practice 1

# Solving Multi-Step problems giving part to whole ratios

Unit 4: Proportional Relationships
Lesson 10 of 10

## Big Idea: Using MP 1, 2, 3, 4, and 6 students will grapple through and solve rigorous multi-step real world problems given a part to whole ratio.

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4 teachers like this lesson
Standards:
Subject(s):
Math, proportions, modeling, pairing, Number Sense and Operations, group work, proportional relationships, ratios, proportional reasoning, part to whole ratio
40 minutes

### Malissa Thomas-St.Clair

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