## Reflection: Intervention and Extension The Punk Prank Payback - Section 3: Story Time!

I was very aware that this problem contains context that might not be familiar to all of my students and thought it might cause some issues with access to the problem. This is one of the reasons why I decided not to have my students read the story to themselves. This allowed me to stop periodically and ask a question about the text like "What does that mean?" or "What would that be like?" I gave students the opportunity to briefly share and clarify ideas with each other or get clarification from me. I wanted to make sure that my students understood that it is okay to ask for clarification of the meaning of a term or a description.

While reading aloud, I took advantage of the opportunity to stop at a certain point in the story (e.g., after they realize the floors are ruined) and ask them to make a prediction about what happens next. When the idea that the floor needs to be replaced is raised, I will also ask, "What do you need to do in order to replace the floor?" This line of questioning is a good example of real world problem solving. It also begins the process of brainstorming a solution. In this activity I find it works well for students to begin planning a solution, before reaching the point in the story where they are told what to do.

Prior experiences
Intervention and Extension: Prior experiences

# The Punk Prank Payback

Unit 10: Exploring Area & Perimeter
Lesson 2 of 16

## Big Idea: Students need to use prior knowledge that opposite sides of rectangles are equal.

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59 minutes

### Erica Burnison

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