## Reflection: Continuous Assessment Moles <--> Numbers of Particles Conversions - Section 4: Partners Activity

I chose to have students work through two sample problems as pairs, taking turns at being the lead solver, as a cooperative partner learning activity.  These calculations can be extremely abstract and confusing, even for my Honors level students.  When students are first trying to tackle them, I need them to be thoughtful about their problem solving process so that they do not start developing bad habits early on that are more difficult to unlearn later.

By allowing specific time intervals for problem solving that are short enough to retain interest and focus but long enough to allow for successful solving, students are empowered to grapple with this difficult task.  It is important for students to also learn how to correct themselves and each other in a constructive way.  Rather than waiting for me to correct them, I want students to build skills of correcting each other and looking to each other for help when they need it.  This step by step process gives each student a chance to tackle a problem first, then seek agreement or correction from a peer.  Because I want each student to also have practice giving feedback, I make sure that they reverse roles during the partners activity.

Why Structure the Partners Activity?
Continuous Assessment: Why Structure the Partners Activity?

# Moles <--> Numbers of Particles Conversions

Unit 3: Chemical Reactions and Stoichiometry
Lesson 8 of 14

## Big Idea: There are 6.02 x 10^23 things in 1 mole of things; We can convert between number of particles and moles based on this equivalence.

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50 minutes