Reflection: Discourse and Questioning Is the Statement True or False? - Section 3: Guided Practice


In this lesson, I encourage student discourse, discussion, and explaining.  By giving students comparison statements that might be false it forces them to explain their mathematical thinking, discuss WHY they know the statement is false (or true) and defend their answers.  Simply giving students a true/false worksheet does not encourage this kind of discourse and reasoning--playing a game or simply having a discussion about whether a statement is true or false enables students to think very deeply.  

Additionally, for this game the key for rigor is quality, not quantity.  It is better to show three slides and have meaningful discussions than to quickly show all 10 slides and not discuss WHY they are true or false. 

In the Common Core State Standards Mathematical Practice 3 (MP3), asks students to "use stated assumptions, definitions, and previously established results in constructing arguments."  This activity which is based around student discourse,  allows students to build upon their place value knowledge, place value and comparison vocabulary, and build arguments about why a number sentence is true or false.  Encouraging this kind of discourse strengthens students' mathematical understanding and helps them to more deeply internalize their understanding of place value into the hundreds place. 

  Using true/false to encourage discourse
  Discourse and Questioning: Using true/false to encourage discourse
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Is the Statement True or False?

Unit 1: Comparing Numbers
Lesson 3 of 4

Objective: SWBAT determine whether a comparison statement is true or false using knowledge of place value.

Big Idea: Students use their knowledge of place value to determine whether a comparison statement is true or false.

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