Reflection: Complex Tasks Where is the Question - Section 3: Independent Practice

 

Today I asked students to look at math problems not just for the numbers, but for the words that indicate which operation to use. At one point during Teaching the Lesson, I wrote the numbers 9 and 6 on the board with no signs. Then I put 9 + 6 = 15, 9 - 6 = 3, 9 x 6 = 54 and 9/4 = 2 1/4. I told the students that all of these statements were true, although we haven't explored all of the operations yet.  They were excited by the multiplication problem because they think of multiplication as big kid stuff!

The reason for doing this is to show that the operation is as important as the numbers. Students are so used to the idea that they just look at numbers and add. The expectations for looking not only at numbers, but also interpreting words for mathematical meaning today represented a complex lesson for them. It challenged my students to really think about their mathematical work, rather than doing the work in a rote manner.

I will extend this thinking with future lessons, to help them to develop their math reasoning skills.

  Properties of Operations
  Complex Tasks: Properties of Operations
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Where is the Question

Unit 17: Getting Better at Addition and Subtraction
Lesson 1 of 12

Objective: SWBAT identify the problem and operation within a word problem.

Big Idea: Students can perform addition and subtraction within 100 using a variety of math tools, however, determining which operation to use is a higher level thinking skill that is being introduced in this lesson.

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2 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, addition, reasoning, word problems, Operations
  65 minutes
100 0760
 
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