# Scale Matters II

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## Objective

Students will be able to analyze responses to questions, critique those responses, and correct them.

#### Big Idea

Students will feel more comfortable with open ended questions in the hopes that they won't try to avoid them in the future.

## Intro/Review of Material

1 minutes

In groups at their tables, students will analyze one of the student sample pieces from the previous days’ lesson. Students will use the Improvement Questions to improve upon the sample. As I move among the groups, I can point out a specific Improvement Question that I want the group to answer based on the discussion that I hear. Each group will present their findings and the improvements under the document camera. Each group should select (or be assigned by me) three of the improvement questions. If assigning questions, I will choose areas where students may have had some struggle in their individual work during Scale Matters I. Each group will present their analyses to the class. They need to discuss any improvements they suggested to the sample and why. I want to know what students see as they review the sample. Are they able to critique the work they see and make suggestions to improve upon it? Can they identify where any mistakes have been made? Can students justify correct answers that they see? If we put the samples under the document camera to share, the whole group can see the sample and make suggestions for discussion.

## Independent Practice

1 minutes

After the group discussion and presentation, students will complete the Scale Matters Revisited worksheet individually. After students complete the worksheet, they will trade papers with a partner and make improvement suggestions using the Improvement Questions. As students read their classmates’ work, I will move through the room, checking their written comments and helping them expand on their improvement. For example, if a student suggests an alternative way to solve a problem, I can talk through the solution to ensure the explanation is clear and that the student understands what they have suggested. I want students to see alternate ways to solve the problems. Are they using unit rates? Is anybody still trying to use multiplication as the only point of entry? Once suggestions are made, students will give papers back to the author to read the feedback. I will collect the papers after the feedback has been read and any questions are asked. The worksheet is similar to the set of problems that students completed the day before during the Scale Matters I activity. Scale Matters II will also serve as a formative assessment to help determine if students need any intervention on unit rates.

## Exit

1 minutes

Students will complete an exit ticket before leaving for the day. Write two things that you think about the feedback that you received: One thing in the feedback that helped you and one thing in your feedback that you disagree with or still have a question about. I want students to receive the feedback they are given and understand it. As I look through the exit tickets, I will be looking for indication that students understand the feedback they were given. When they identify that something helped them, were they specific? Or are the answers general and vague? When they identified an item they disagreed with, did they explain why they disagree? Could they provide justification for the disagreement?