Reflection: Shared Expectations Dueling Data - Section 3: Exploration

When students make mistakes in front of the class I like to make sure that I or another student points out some part of the math or the thinking that is correct. I also might ask how many people started out thinking the same thing and what changed their mind. I also like to ask a follow up question and give the student(s) who made the mistake first crack at it, like "how could we change the statement so that it would be true?"

Having students come up and write their thinking on the board gives the class something to examine. After the student has gone back to their desk we can focus on critiquing the math and not the person who made the mistake. Asking several questions about mistakes and really inspecting them sends the message that we will take the time to learn from mistakes rather than just hurry up and correct it.

I also think it is important to acknowledge the tricky parts.

• "How can we use what Madison told us about 3 tenths to help us think about 3%?"

Focusing on the struggle makes the mistake understandable and excusable as well as an opportunity to learn more.

Shared Expectations: Responding to mistakes

Dueling Data

Unit 7: Percent proportions
Lesson 4 of 16

Big Idea: Students will use mathematical evidence and context clues to compare ratios and percents.

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Standards:
Subject(s):
Math, Number Sense and Operations, evidence, percent, critique, ratios, argumentation, Group activity, survey data, pattern
54 minutes

Erica Burnison

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