Reflection: Student Led Inquiry Clarify & Correct arguments - Section 3: Exploration


This lesson was based on mistakes that my students had made in an earlier lesson. At this point my students had gotten used to looking at mistakes and figuring out where they had gone wrong. I like using my students ideas to plan lessons. Not only does it send the message that their thinking is important and valuable, but it directly addresses their needs. I also wanted them to understand that they are not done when they get to a final answer and I wanted to give them an opportunity to revise.

However, this was a really difficult task for my students. The first problem they had was interpreting the claim. Some of them are written with imprecise language that makes them difficult to follow. They also had trouble deciding what part of it was wrong.  Also, the original data that was used to present the claim was on a separate sheet of paper so they had to switch back and forth.

If I were to do this lesson again I would:

  • Separate it into two lessons - one for stregthening arguments and one for correcting.
  • Make the warm up a reminder of the correct answers, so students would more easily recognize what the mistakes were.
  • Have the original data or the correct claims on the same page as the mistakes (and I might do one mistake at a time).

I also might give them more specific questions to help them first identify the mistake:

  • What math did the person do?
  • Where did they get their numbers?
  • What is confusing about it?
  • What looks right about it?
  • What question would you ask this person who made the mistake?

Then I might ask them how they would respond to the person who made the mistake to help them understand.




  Building a lesson on students' mistakes
  Student Led Inquiry: Building a lesson on students' mistakes
Loading resource...

Clarify & Correct arguments

Unit 6: Proportionality on a graph
Lesson 7 of 10

Objective: SWBAT determine the strength and accuracy of an argument by checking the mathematical evidence.

Big Idea: Making an argument requires accurate and sufficient mathematical evidence.

  Print Lesson
Add this lesson to your favorites
Math, Number Sense and Operations, simplifying ratio, writing arguments, using mathematical evidence, mistakes, ratios, pattern
  54 minutes
looking for mistakes
Similar Lessons
Describing Ratios
6th Grade Math » Rates and Ratios
Big Idea: A ratio expresses a relationship where for every x units of one quantity there are y units of another quantity.
New Haven, CT
Environment: Urban
Carla Seeger
Which Fraction is Greater?
6th Grade Math » Fraction Operations
Big Idea: Which fraction is greater: 9/8 or 4/3? Students play the comparing game in order to develop strategies for comparing fractions.
Somerville, MA
Environment: Urban
Andrea Palmer
Writing Ratios
6th Grade Math » Equivalent Ratios
Big Idea: What are the different ways we can write ratios?
Brooklyn, NY
Environment: Urban
Ursula Lovings
Something went wrong. See details for more info
Nothing to upload