Reflection: Student Ownership Integer multiplication & division assessment - Section 2: Warm up


As I read through my narrative of the warm up I hear myself doing a lot of "suggesting" and "reminding" and I want to find ways for students to be the ones provide that. I feel that some of my scaffolding takes over some of their thinking. As I have worked with and learned more about the math practices I find that my responses to students has shifted. In reworking this section I focused my attention on what questions I could ask that would prompt my students in ways that are less guiding. 

Sometimes we can make a suggestion without appearing to make a suggestion. Instead of "suggesting" that we "try it Priscilla's way" I went around and collected failed subtraction attempts made by my students (it didn't matter which ones):

  • 6 - 3 = 3
  • 5 - 5 = 0
  • 10 - 12 = -2

After putting these on the board the conversation went something like this:


  • Teacher:  "how we can tell they didn't work?"
  • Students:  "the number didn't double"
  • Teacher: "oh, so in the first problem we started with 6 and it didn't double?"
  • Students: "right, it should be 12, but we got 3"
  • Teacher writes on board: 6            = 12 "so, it should have looked something like this?"
  • Students: "yes"
  • Teacher: "and what would the others look like?"
  • Students figure out and teacher records on board: 5        = 10 and 10         = 20
  • Teacher: "hmmm, how could we make that happen?"



At this point my students started multiplying and adding. I went and collected some addition equations from them and put them on the board:

  • 6 + 6 = 12
  • 5 + 5 = 10
  • 10 + 10 = 20

Teacher: "so, we have figured out how to add in order to double the number. Six plus positive six doubled, adding positive 5 to five doubled it", etc. "How can we use this to help us figure out what subtraction might get the same result?"

This type of questioning is different from the leading kind for a couple of important reasons. It honors and uses the students' thinking and work. It doesn't appear to come from the teacher which sends the message that it's student thinking that counts. It also is more likely to be at their comprehension level. Secondly, this type of "talk through" or "narration" helps model for students what it looks and feels like to persevere. Right before a test, this is invaluable!



  Suggestions and reminders should come from kids instead
  Student Ownership: Suggestions and reminders should come from kids instead
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Integer multiplication & division assessment

Unit 4: Operations with Integers
Lesson 24 of 24

Objective: SWBAT create examples of integer addition and subtraction problems to fit given criteria.

Big Idea: Students will use the relationship between addition and subtraction.

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1 teacher likes this lesson
Math, open ended questions, subtracting integers, perseverence, questioning, student ownership, student led inquiry
  49 minutes
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