Reflection: Adjustments to Practice Review 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4 - Section 1: DO NOW


It was apparent that I needed to change around the order in which the students were required to do these complex tasks.  So, I switched around the Triangle problem with the Boxes problem.  After my first period class, I could tell they were already defeated after the first task and it was hard to keep them motivated to keep working hard and persevere.  The boxes task was much easier to understand and was better as a warm up problem.  Although they still struggled with understanding the problem as a whole.  For example, there was a lot of confusion with the numbers on the boxes.  6th graders took this very literally.  They thought that the number on the box was the weight of the box.  I had to explain to them that the number represented a label and not a value.  We also proved that this was true when we looked at question #2.  The scale is equal and the box numbers are 4 and 5.  I would say "does 4 = 5?" 

In order to get the most out of this problem (boxes) I had the students first partner up with their shoulder partner.  They went over their reasoning.  This meant the students had to read out loud and sometimes, when things come out of our mouths we can tell if it makes sense or not.  Then they had to listen to their partners response.  I gave about 5 minutes to do this.  Then I had sets of partners get together to hear what 2 more people had to say.  Again,  getting them to talk about math and listening to the reasoning of others helps support SMP3.

I really enjoyed this part because the student really got into their discussion about question #4.  They were arguing (politely) about how to be sure which box weighed the most and how they would go about figuring this out.  (wish I had my video camera going)

Samples of student work

  Adjustments to Practice: Switching the order
Loading resource...

Review 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4

Unit 6: Expressions
Lesson 12 of 14

Objective: SWBAT write and evaluate expressions while reviewing for a test.

Big Idea: Practicing math problems promotes great study habits.

  Print Lesson
22 teachers like this lesson
Similar Lessons
Order of Operations
6th Grade Math » Expressions
Big Idea: When evaluating expressions, mathematicians all over the world use the same order of operations to get to the answer.
New Haven, CT
Environment: Urban
Carla Seeger
Show What You Know: Factors and Multiples + Introduction to Exponents
6th Grade Math » Intro to 6th Grade Math & Number Characteristics
Big Idea: What do students understand? What gaps do they have in their understanding? What's greater, 2 to the third power or 3 to the second power? Students take a quiz and then work to understand that repeated multiplication is represented with exponents.
Somerville, MA
Environment: Urban
Andrea Palmer
Evaluating Expressions
Algebra I » Numeracy
Big Idea: Students will review properties of numbers and expressions in preparation for our next unit.
Washington, DC
Environment: Urban
Noelani Davis
Something went wrong. See details for more info
Nothing to upload