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.

Using performance tasks to teach content means that I really have to know what I’m looking for in the student work.  In one of my classes today, no student quite got to the answer.  I needed to be ready to pull work samples from the class that would still get kids to the point of talking together about common factors.  I decided to start with this sample.  The student here tried using a visual model, which many kids did.  In talking with him, he explained to me that he was trying to even groups of balloons with the way he was trying to split them, and he was using a strategy of guess and check.  I had him share this with the class.  Many kids attempted to use a picture to help them group the balloons, so I knew that they’d be engaged by seeing something similar to what they did.  I then pulled this sample.  This student recognized that 4 was a factor of all three numbers, so he decided to divide by 4, and make 4 groups.  I knew showing this sample, and having the student talk about it after the visual, might get the class talking about what they should do next.

  Student Ownership: Knowing What to Look for in Student Work
Loading resource...

Performance Task Lesson - GCF

Unit 1: Number Sense
Lesson 1 of 19

Objective: SWBAT develop strategic competence, adaptive reasoning, and problem solving skills.

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

  Print Lesson
14 teachers like this lesson
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
Similar Lessons
Brownies & Factors
6th Grade Math » Intro to 6th Grade Math & Number Characteristics
Big Idea: How many different rectangular boxes can you design to fit 100 brownies? Students explore the relationship between factors and area models.
Somerville, MA
Environment: Urban
Andrea Palmer
Divisibility Rules for 2 and 3
6th Grade Math » Divisibility Rules
Big Idea: Students will work with calculators to discover the divisibility rules
Brooklyn, NY
Environment: Urban
Ursula Lovings
Factors & Multiples
6th Grade Math » Number Sense
Big Idea: Students explore a factory of factors and multiples to build number sense and conceptual understanding.
Jonesboro, GA
Environment: Urban
Michelle Braggs
Something went wrong. See details for more info
Nothing to upload