##
* *Reflection: Writing Across the Disciplines
Write About Math the Way You Talk About Math - Section 5: Planning Ahead

Keep in mind that students answers have been corrected and revised prior to writing. This means that most students have the correct answers for all 3 parts.

Read each of the student responses with the exemplars in mind. Most of the answers will be in a "4" range because they have answered the questions correctly. However, there is still a wide range of quality responses.

While reading, I sort the responses into piles based on quality. Then use crayon to mark the back of each. The color coding system allows me to keep track of the different types of 4s.

I then, sort the piles again so that there are 5 piles with at least one example of each type of answer.

Tomorrow, students will work in groups to score these open responses. Not only will they give each paper a score, based on the state examplars, they will choose a "better than the best" example and write about what they have learned from it.

Having students learn from their classmates provides scaffolding and concrete models.

I am trying to push the students to focus on getting the right answer, and then to explain their strategies using rich language.

*Prepping for part 2*

*Writing Across the Disciplines: Prepping for part 2*

# Write About Math the Way You Talk About Math

Lesson 13 of 13

## Objective: SWBAT use writing to explain their mathematical thinking and reasoning.

## Big Idea: Students use this opportunity to write about math showcase what they have learned this year. They explain their thinking and listen to classmates reasoning as they make sense of problems and persevere in solving them.

*55 minutes*

#### Warm up

*5 min*

Students are asked to brainstorm the problem strategies they have learned about this year. They can brainstorm in whatever method works best for them. I encourage students to continue to think for a full 5 minutes. Then, ask them to place a star next to the strategies they tend to use the most.

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#### Launch

*5 min*

Share the strategies students have brainstormed on the board. Ask students to share a problem solving strategy and also tell why they use this one. By sharing the "why" students are providing scaffolds for other students.

I direct students attention to the open response data wall in our classroom, and review the 4 foci for scoring a 4. These foci are:

1. Get the right answer: I revisit this idea throughout the year to help students understand that the correct answer is their number one priority. This encourages students to be more precise and conscientious of their own work.

2. Write about math the way you talk about math. I use this language to help students remember that writing about math is another opportunity to share what you know, just like they do in the classroom when they talk to a partner, group, or the class. They should be clear and use complete thoughts.

3. Answer the question that is actually asked. Many times students spend so much time focusing on their writing that they get on a tangent and answer a question similar to the one that is asked, but not exactly.

4. Use a variety of problem solving strategies and show their work.

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#### Guided Practice

*10 min*

Because the focus of this lesson is writing about math, I want the students to have the right answer before they start writing. This sets them up for success.

First, I provide students time to try solving the problem on their own, then open the discussion.

This problem has multiple sections a. b. and c. I read part a. out loud and at the student talk with a friend about the operation they would choose to solve this problem and why. I ask students to share, and we agree that it is subtraction. I write this operation on the board.

Next, I let the students go ahead and read part b and c then solve them together. I ask students to share their answers only (no strategies) and I write them on the board.

Students who got an incorrect answer are prompted to collaborate and find their error.

This guided practice allows students to have support in persevering to solve the problems.

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#### Time to write

*25 min*

When students have the correct answers. They go on to complete the writing component of this open response question.

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#### Planning Ahead

*10 min*

While students are writing, take time to read through the exemplars and determine how they were scored.

4: All parts must be answered correctly. Students clearly explain their strategy

3: The student answered all parts correctly, but didn't explain how. Also, the expression is not clearly expressed.

2: Students answer part A and B correctly, and get part c wrong. Explanation of part C shows that the student didn't really understand the question.

1: Student shows some basics to the conceptual understanding of patterns. Application is not clear or accurate.

Knowing what your expectations are is an essential part of the next step.

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Great exit ticket for writing about math. Expectations are very clear and expectations are high.

| 3 years ago | Reply##### Similar Lessons

###### Mirror Image Review

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- LESSON 1: Numerical Expressions and Patterns Introduction Lesson
- LESSON 2: Evaluating Expressions
- LESSON 3: Revisiting Day
- LESSON 4: Strength of Operations
- LESSON 5: PEMDAS PIZZA
- LESSON 6: Order of Operations
- LESSON 7: Order of Operations & Decimals
- LESSON 8: What is the 100th Step?
- LESSON 9: Relationships & Rules
- LESSON 10: Graphing Patterns
- LESSON 11: The Challenge of Directions
- LESSON 12: Choice Time Continued
- LESSON 13: Write About Math the Way You Talk About Math