Reflection: Checks for Understanding Supporting Their Writing in Math: Class Collaboration and the Google Doc - Section 3: Phase 2 Sharing Time &Learning to Write Better


The document today showed my student's diverse thinking. It worked a lot better than I had hoped! I can see from the editing I had to do that there is work to be done with getting them more comfortable with writing, especially using technology. The concept of inverse is continually being confused with commutativity! I need to address that with most of my students.

I really like this activity because it revealed a lot of things to the whole group without embarrassment. Keeping their work assigned as numbers and not names helped them look at work without being embarrassed. However, most students knew who was writing because the community is close and this group is not afraid to take risks in front of each other. As I develop this trust, I see this sort of activity as a catalyst to them understanding that we grow through mistakes and that learning is supported in my classroom. Everyone makes mistakes, everyone needs to grow and that it is a safe place to reveal our thinking.

  Assessing where to go next.
  Checks for Understanding: Assessing where to go next.
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Supporting Their Writing in Math: Class Collaboration and the Google Doc

Unit 9: Division Unit
Lesson 13 of 21

Objective: SWBAT show and describe the relationship between division and multiplication using technology with support.

Big Idea: Students use a class Google Doc to write their understanding of the relationship between two equations. Afterward, they examine and collaborate using the sentences they all have written to learn how to write about math.

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2 teachers like this lesson
Math, Language Arts, division, multiplication, Writing in Math, technology, number and
  60 minutes
understands the inverse
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