Reflection: Diverse Entry Points Workshop Period: The Number Line Project - Section 2: Work Time & Work Checks


The Number Line Project is a series of 9 activities broken up into three "Parts."  Each part consists of three sub-activities, a, b, and c.  

In each part of the project, activity "a" is accessible to all students, and successive activities are more demanding in a variety of ways.

When I think about the minimum that I want all students to achieve on the project, it's more important to me that all students try Parts 1a, 2a, and 3a than moving through everything in order.  Part 1c is quite challenging for some kids, and to sit and struggle with that for days rather than being exposed to the ideas on Parts 2a, 2b, and 3c would be counter-productive.

With different sections of students, I will adapt the way I get students started on each part of the project.  In a particularly strong section of students, I might allow them to work linearly all the way through the project, with everyone asking for the next part when they get to it.  In a weaker group - especially if I can see that kids are struggling on a particular part and in need of a confidence boost, I might pick a day to start everyone on Part 3a, no matter what they've done so far.

Part 3a of the project is almost always a huge confidence-builder for kids, because it starts from a very accessible entry point, and builds on anything they've done in Part 1.  The positive vibes that come from success on Part 3a can then help students power through Part 1c or the Patterns Questions on 2c.  

  Pacing and What to Do Next on the Number Line Project
  Diverse Entry Points: Pacing and What to Do Next on the Number Line Project
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Workshop Period: The Number Line Project

Unit 2: The Number Line Project
Lesson 6 of 9

Objective: SWBAT locate the approximate locations of irrational numbers on the number line, and use precise language to describe patterns they've seen.

Big Idea: Students continue their work on the Number Line Project by staying organized, thoughtfully defining their tasks, and getting done what they need to do.

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