Reflection: Intervention and Extension Water Use Thinking About Liters - Section 4: Mapping the Data

 

The way this lesson is set up, I find it easy to differentiate within the guided practice, especially when students are working to calculate the mean.  The ways in which students work to get the total that will then be divided (using the calculator) is very informative and I can quietly sit down next to different students to assist and encourage them at the level best suited to their individual needs.  For students still struggling with finding the most efficient ways in which to add a series of numbers, I continue to focus on strategies for regrouping and also on simple but important basic steps such as lining up numbers and writing them legibly.  Small details such as these make a big difference in clearing up avoidable confusions.  In working with students who are above level, we might converse about alternative strategies for adding up a series of numbers using multiplication and various ways of recombining numbers.  (Equal and opposite change, for example).

  Moments for Enrichment and Support
  Intervention and Extension: Moments for Enrichment and Support
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Water Use Thinking About Liters

Unit 10: Water
Lesson 2 of 3

Objective: SWBAT compare real and estimated water use for common activities and make thoughtful suggestions for practical water conservation.

Big Idea: Liters are easier to understand when they are put into the ordinary setting of everyday uses!

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8 teachers like this lesson
Subject(s):
Rhode Island, Science, water use, percenta, surface, water cycle, water
  80 minutes
bosko sinkininthebathtub1930
 
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