Reflection: Developing a Conceptual Understanding Decomposing Given Large Areas, Day 3 - Section 4: Active Engagement


Conferring and "interviewing" a student can be a tricky thing.  I find myself fighting the urge to get everyone to the exact same place by the end of the session.  However, that is a flaw of my own.  It is far more important to celebrate what each student is doing or trying to make their own each day and to offer just one, or maybe two, suggestions for next time. 

This is so different from how I learned, which was to do what I could, have the teacher check it, and them make it right to get a good grade.

With the common core, respecting a student's mind, learning style, supplying rigorous opportunities, and learning together are key.

When you confer, first celebrate, and then suggest and teach to the moment, because that moment is exactly what your third grader needs to push himself/herself to the next level.

  Developing a Conceptual Understanding: Conferring
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Decomposing Given Large Areas, Day 3

Unit 3: Using Multiplication to Find Area
Lesson 5 of 12

Objective: Students will be able to decompose large arrays in order to mentally compute the total area.

Big Idea: Students have been working with decomposing arrays in order to practice finding small areas and putting the totals together. In this third lesson, they will work on finding smaller areas that make the mental math more feasible.

  Print Lesson
Math, areas, Number Sense and Operations, Geometry, distributive property, multiplication, arrays, modeling with math
  50 minutes
3 d pattern
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