Reflection: Trust and Respect Area and Perimeter in Real Life, Day 2 - Section 3: Sharing and Close


As I stated earlier, you may choose to allow peers to find mistakes and misconceptions. As I move around the room, I try not to "change or correct" everything I see.  Rather, I ask questions to help the students think more deeply and then let them help each other in the process of errors and strategy development.  It may seem counter-intuitive to "teaching", but it is a more effective learning strategy and it keeps our learning environment "safe" for risk taking.  

This teaching move allows students to really listen to each other, question, and test their strategies.  It makes it an environment where everyone is a teacher and learner at the same time.  If I were to ask all the questions, find all the errors and correct everything, the only one learning would be me and the students would just be trying to "be right" so I could tell them they were. 

  Why Not Make Corrections Right Away?
  Trust and Respect: Why Not Make Corrections Right Away?
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Area and Perimeter in Real Life, Day 2

Unit 3: Using Multiplication to Find Area
Lesson 2 of 12

Objective: Students will be able to build models wherein area remains the same, while changing perimeters.

Big Idea: Students need time to work on how area and perimeter are connected. In our second day of this two day exploration students apply their learning.

  Print Lesson
Math, perimeter (Determining Measurements), Number Sense and Operations, Operations , multiplication, area of rectangle, area model, pattern, strategy development, Literacy in Math
  50 minutes
spaghetti and meatballs for all 9780545044455
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