Reflection: Routines and Procedures Respecting Others' Thinking: How Many Squares? - Section 2: Homework Review


Since this is the beginning of the year, I am constantly trying to communicate my expectations and to foster a growth mindset.  When my students review homework, I want them to do so in a thoughtful and meaningful way.  I take time to explain how students earn their homework grade, which consists of three parts:

  • Effort on the homework prior to homework review: 6 points 
    • Is there evidence that all problems have been attempted or is there a short note to explain the difficulty they may have had on a given problem?
  • Growth mindset: 3 points 
    • To what extent do students use homework review time to learn from mistakes, write notes to themselves, etc.?
  • Understanding: 1 point
    • Is their clear evidence in their homework corrections that they know what they did well and what they need to work on?

I made a decision to really protect the homework reflection time, where students record their homework on their homework logs and reflect on their learning from the assignment.  By requiring students to silently reflect for at least two to three minutes, I communicate to students that I value this time and want them to take advantage of this time, making notes to themselves as to how they can grow.

  Valuing the Idea of a Growth Mindset in Homework
  Routines and Procedures: Valuing the Idea of a Growth Mindset in Homework
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Respecting Others' Thinking: How Many Squares?

Unit 1: Creating Classroom Culture to Develop the Math Practices
Lesson 5 of 6

Objective: SWBAT analyze a given set of figures, recognize patterns, and make generalizations.

Big Idea: Students will use inductive reasoning as they try to explain patterns and solve the "How Many Squares?" problem while engaging in the mathematical practice standards.

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