Reflection: Discourse and Questioning Associative Property With Manipulatives - Section 4: Journaling


Remember that asking a student to respond to a writing math prompt, or to show his or her work in a journal is not entirely silent time.  The discussion, debate and discourse around what is being written is the true work of the teacher in this case.  

I have seen so many beautifully done journal entries, that a year ago I would have celebrated as proof of understanding.  However, this year, as I work with the CCSS and the Mathematical Practices and probe student thinking more as they are working, I realize conceptual understanding does not aways match written journal work. 

Don't forget to engage in conversation during the journaling.  You will be surprised at what you learn about your students and how much deeper they move into the concept through this dialogue. 

  Journaling is Not Just Reflection
  Discourse and Questioning: Journaling is Not Just Reflection
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Associative Property With Manipulatives

Unit 2: Understanding Multiplication
Lesson 15 of 15

Objective: Students will be able to model and prove how the associative property in multiplication works.

Big Idea: Children need to understand why the mathematical properties work and how they are applied. In this lesson, we explore modeling and "proving" the associative property.In this lesson, we explore modeling and "proving" the associative property.

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3 teachers like this lesson
Math, Reasoning with real numbers, commutative property of multiplication, Number Sense and Operations, product, factors, multiplication, rigor, math journaling, partnership work, model with math, associative property, math prompts
  62 minutes
screen shot 2014 05 23 at 5 26 03 pm
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