Reflection: Conferencing Regrouping Using Riddles - Section 2: Active Engagement


As I worked with the student in the above clip, I was reminded about how powerful "listening" to students work out their math problems is in my growth as a teacher.  

In the past, prior to really focusing on the Mathematical Practices, I may have assigned this type of task and let the students work.  My circulating would have focused on helping students fix mistakes and reteaching.  Then I would have collected the work for a score. 

Now, I listen.  I work with the student through their thinking, in real time. I don't need to score afterwards, with little to no knowledge of how an answer was found.  I know, because I am present.

This student knows the math, has strong strategy ability, and was only "stuck" on how to present it on paper. Being there and listening in is the most powerful formative assessment in my class. 

If you are not conferring in this way, I urge you to give it a try. 

  Why Confer?
  Conferencing: Why Confer?
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Regrouping Using Riddles

Unit 9: Place Value
Lesson 6 of 10

Objective: Students will be able to apply their place value strategies to the task of solving mystery number riddles.

Big Idea: Often, students are expected to solve standard equations while regrouping, but they are rarely asked to show strategies outside of the traditional algorithms. This lesson prompts the students to make sense of place value before finding a solution.

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22 teachers like this lesson
Math, Number Sense and Operations, place value strategies, standard notation, multiple step thinking
  60 minutes
groups of animals
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