Reflection: Discourse and Questioning Math Fact Sorting - Section 3: Student Cooperative Play


This part of the lesson was incredibly valuable for my students. They were doing 2 levels of Bloom's in a very short amount of time. First, they had to solve (Analysis). Then they did some really high level thinking: They had to decide if they agree!

This activity can lead to excellent discussion or it can lead to kids randomly writing checks on each person's card. The key to making sure it is high quality is in the modeling. My students had some thoughtful discussion around problems they were working on, explaining if they agree or disagree with each other. I modeled all of this before they even had a chance to play the game. 

The other key component to making sure my kids actually decide if they agree with a person's answer is accountability. I have to hold kids accountable for what they put a check on. To make that a little easier, I give each kid in the group a different color marker. That insures that I can spot check the cards and if I see a red check on a problem that is incorrect, I can quickly address it with both the student who solved it and the student who assessed it. I can also quickly scan cards and notice if there is one color check missing. Then I can make sure the child with that color is on task and focused on assessing their teammates' work.


  Asssessing Each Other's Work
  Discourse and Questioning: Asssessing Each Other's Work
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Math Fact Sorting

Unit 10: Solving 3 Addend Problems
Lesson 7 of 8

Objective: SWBAT identify all of the equal number sentences that match a given answer.

Big Idea: Students work to solve multiple 3 part number sentences and determine if they are equal or not! Students practice using less than, equal to and greater than language!

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