Reflection: Problem-based Approaches Keeping It In The Field - Section 1: Warm Up


When I put the incorrect problems on the board students started saying things like, "Oh, I get it"; "I know what we are doing"; "She made mistakes and we are going to correct them." They quickly recognized that I had put the equations on the board and that not all of the problems were correct. They were surprised when I asked them to copy the problems and then put a smile or a frown to tell whether the problems made sense or not. 

It was good that most of the class immediately realized that the first answer could not come to 910. With answers that were closer, it was harder for students to decide if my work made sense or not. The class was divided on the last 2 problems. 

When we checked together, students found a variety of strategies to get the exact answer. They were able to compare that answer to the answer I had found. 

I really want students to begin to see this with their own work so this type of exercise is one I will repeat over and over again. At this point in second grade I want students to begin to "proofread" their math, the way they are learning to do in writing.

  AH HA, I Know What You Are Doing
  Problem-based Approaches: AH HA, I Know What You Are Doing
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Keeping It In The Field

Unit 11: The Numbers Are Getting Bigger
Lesson 11 of 15

Objective: SWBAT determine the reasonableness of solutions to addition and subtraction problems.

Big Idea: Students know about keeping the ball on the playing field in a sport, what about keeping the numbers in the playing field when solving problems in math?

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Math, Number Sense and Operations, estimate (sums and differences), addition, subtraction
  45 minutes
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