## Reflection: Perseverance Factors and Multiples in the Real World - Section 4: Independent Practice

One way I am supporting my students this year with MP 1 (make sense of problems and persevere in solving them) is by insisting on problem annotations as a sense making tool.

You can see in this sample what my expectations look like this early on in the year (this lesson was taught during my first week of classes).  Students are boxing off the important numerical information, underlining any other key information, and underlining the question(s) they are being asked.  Students also then must make a note of the important numerical information underneath the problem.

Next week, I'll add the expectation of making what I'll call 'additional annotations.'  Students will need to note how any other key information helps them to determine what they need to do.  For example, if a problem talks of sharing apples fairly between friends, students will write a small division symbol near these words.  Or, if a problem asks when both chicken nuggets and french fries are being served on the same day again, students will write 'LCM' near this part of the problem.

I model annotations whenever I am working out a problem on the doc cam.  I'm also asking students to give feedback on annotations we see on anyone's shared work.  I give real-time feedback as I circulate during student work time.  And, I provide written feedback on exit tickets, homework, assessments, and the like.

Perseverance: Student Annotations

# Factors and Multiples in the Real World

Unit 1: Number Sense
Lesson 7 of 19

## Big Idea: We can apply our understanding of factors and multiples to solve problems.

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9 teachers like this lesson
Standards:
Subject(s):
Math, Number Sense and Operations, division of Korea, factoring polynomial expressions, Decimals, multiples, factors, greatest common factor, least common multiple, LCM, GCF, distributive property, multiplying
60 minutes

### Carla Seeger

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