## Reflection: Student Ownership Performance Task Lesson - GCF - Section 3: Presentations

This lesson is the very first academic lesson I taught this school year.  I spent more than the 5 minutes I’d planed for on the Understand portion of this lesson, asking a ton of questions.  I wanted to be sure that the kids really understood what the problem was asking them to find.  I asked many iterations of ‘could she…’ (ex – ‘Could she have 14 white balloons over here and 2 white balloons over there?’)  I won’t provide as much support in the sense making phase of future problems.

Kids needed quite a bit of reassurance from me that this particular class period was all about problem-solving strategies and conversation about math.  They didn’t quite believe me at first, when I told them it was absolutely okay if they didn’t have a final answer at the end of their partner work time.  I understand this – imagine on your first day of math class, your teacher tells you that she’s not worried about you getting to the correct answer of the only problem you’re working on in that class period!  I think next time, students will be more comfortable going through the understand/explore/present and discuss cycle, having gone through it today.

Student Ownership: Knowing What to Look for in Student Work

# Performance Task Lesson - GCF

Unit 1: Number Sense
Lesson 1 of 19

## Big Idea: Problem solving is important, takes significant time and repeated efforts, and requires reflection.

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Standards:
Subject(s):
Math, Factoring (Number Sense), Number Sense and Operations, division of Korea, factoring polynomial expressions, Decimals, factors, greatest common factor, common factors, Performance Task, multiples, distributive property, least common multiple, multiplying
45 minutes

### Carla Seeger

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