Reflection: Safety Playing Teacher - Checking Our Work - Section 3: Independent Practice

 

I didn't want any one child to feel uncomfortable that someone was criticizing their work so I chose to review their work from a previous day and choose examples of common mistakes to complete the page. I filled  in the blank page with different types of mistakes such as adding when I should subtract, and adding the tens as ones in the problem, or adding the ones as hundreds. I told students it was an old page that someone had done last year that I had not corrected. Students felt safer correcting an anonymous paper. They were willing to risk finding if the problem was incorrect because they didn't know who did it. Protecting their privacy with their work is important here. I want students to take the time to make sense of and solve the problems (MP1), rather than worry if someone will laugh at them for a mistake they made.

It was interesting that several of the students who can manipulate larger numbers were more willing to just assume the problem was right if the math was right, even without looking at the problem to see what it was asking. (reasoning abstractly MP2). They checked the math but not the words.

The students who struggle more with math were more likely to really read the problem and then try to see if the math matched what they were thinking. This may be because for these children, math is not automatic. They had watched the example and applied it to what they were supposed to do while the students who do math easily, just glanced at the math, and said yup the math is good so it is right.  Often these brighter students need to be encouraged to show their work and to go beyond doing everything in their heads because at some point, they are going to need to be able to work through the process because the numbers will be too large to manipulate in their heads. 

  Looking Carefully
  Safety: Looking Carefully
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Playing Teacher - Checking Our Work

Unit 17: Getting Better at Addition and Subtraction
Lesson 2 of 12

Objective: SWBAT compare their work to comparison problems for accuracy, and explain why their addition or subtraction strategies worked.

Big Idea: Students need to be able to explain the strategies they use to solve problems, and also they must understand the importance of checking their own work.

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Subject(s):
Math, Number Sense and Operations, problem solving, addition, subtraction, reasoning, Operations
  60 minutes
100 0737
 
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