Reflection: Shared Expectations Writing the Rules Part 2 - Section 3: Exploration


As I circulate during this activity I know I will find mistakes. I have found that when I ask students why they have chosen to put an expression in a certain category they take my question as a cue that they have done something wrong. I have even had students apologize and immediately try to fix it. I really want students to get used to having to explain their reasoning. Not only is it a good way for them to practice for argumentation (MP3), but it also helps them discover their own mistakes! I make it a point to start by asking them to explain their choices or their process with correct answers first. That way, when I ask "why did you choose to put these two expressions in the same category?", they don't automatically assume they are wrong. After asking first about a correct choice I will ask similar questions for an expression that is in the wrong category.

A common mistake I noticed in this activity is grouping all of the expressions with parentheses in the same group. If you see one really big group ( 011.JPG ) this is probably what they have done. I pick one out and ask which operation is done first which emphasis on the word operation. I pick out a second expression with parentheses but with a different first step and ask them if the two belong in the same category. This usually prompts them to rearrange their groups.

  Shared Expectations: Right or wrong
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Writing the Rules Part 2

Unit 1: Order of operations & Number properties
Lesson 2 of 9

Objective: SWBAT reconnect with their prior learning about order of operations. SWBAT work cooperatively to complete a task by beginning to share and critique ideas.

Big Idea: Students are beginning to engage in academic conversations about math and reinforcing PEMDAS

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