## Reflection: Perseverance Review 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4 - Section 2: Problem Solving Review

The triangle problem was difficult for most of the students.  I started by giving them 10 minutes of struggle time (working independently with no help from the teacher or other students).  Struggle time gives them an opportunity to implement SMP1 by looking for a starting point within the problem.  Before struggle time starts, I read the problem to the students. Then I instruct them to rely upon their tool box to help them find a way to start the problem.  Their tool box is everything we have learned thus far. Once struggle time begins, the class is silently working and I make myself unavailable to them.  After 10 minutes I say, "let's see if 2 heads are better than 1". Now they get to work with a partner.  I allow partner work to go on as long as I hear mathematical talk happening.  Once I either hear nothing or conversation about something other than math, I regroup them to talk with other students in the class.  This time I made them get in groups of 3. By doing this, students are hearing and seeing what other students are doing to attack this complex task.  When they are done talking, I have them say thank you and go back to their seats.  Then we discuss this as a whole group.

Some common problems with the triangle task:  students wanted to see the pattern as +3, +5, +7...  So, I asked "what if I asked you to find the 100th pattern?"  They realized that their pattern would make it difficult to find.  I would encourage them to find a faster way.  They also wanted to draw out each pattern.  Again, I would encourage them to look for a mathematical pattern to speed up the process.

Triangle work samples

Digging for dinosaurs

I used the same process as with the triangle problem.  We didn't finish all of these in one day, so I will continue this problem first thing tomorrow before the exam.

As students started working on this problem, they were quick to make a judgment call on which plan they felt was the best without doing the math.  They also forgot about the fact that they wanted to visit the museum 8 times each month over the 3 months of summer.  Students made tables to help organize their information.  One student even said that his mom was having this dilemma while trying to choose a fitness plan at one of the local clubs (great connection).  We also talked about cell phone plans.

Perseverance: Ways to persevere through complex tasks

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

Unit 6: Expressions
Lesson 12 of 14

## Big Idea: Practicing math problems promotes great study habits.

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