##
* *Reflection: Learning Communities
Area Assessment - Section 3: Learning Community

I got the idea to do a learning community from the Professional Learning Community (PLC) at school. I have noticed that students take more ownership of their performance and scores when they see and score their own results. In order to keep them "honest" I pick up all of the pencils and hand out red pens to each student.

The learning community worked out better than I expected. Students were excited to share with one another how they solved and they took pride in the work that they completed. I have so many students who think about problems in such unique ways that sharing this across the classroom helps all students recognize new entry points to finding solutions.

Accountable talk and modeling appropriate conversation skills were something that we started in my classroom at the beginning of the year so a positive framework to hold these conversations was already established. However, if this is not a classroom practice in your classroom, I would recommend spending time modeling accountable math talk and doing some role playing to give students an opportunity to practice communicating appropriately.

*Student Ownership*

*Learning Communities: Student Ownership*

# Area Assessment

Lesson 12 of 13

## Objective: Students will be able to determine the area of a figure on a grid and defend their problem solving strategy.

## Big Idea: Area questions can be asked multiple ways and the area can be found by using different strategies.

*50 minutes*

#### Intro

*5 min*

*I’ve loved seeing your understanding of area grow. I see that everyone takes their own unique problem solving journal to find the answer, but still arrive at the correct solution. Today I have a few questions here that have given me some trouble. Can you help me figure them out? I want each of you to take some time to solve these problems and show me how you arrive at your solutions (MP1).*

*expand content*

#### Assessment

*25 min*

As this work is intended as an assessment, students work independently and must show their work as well as solve their problems. It is important for me to see where any breakdowns in understanding occur, which I why I chose different wording for each question.

After students complete the assignment I take away all pencils and hand each student a red pen. Students will correct their own work so that they can also recognize where their breakdowns occur. I have a few students come up to the board to model their strategy (I have example of the assessment already written on the board).

#### Resources

*expand content*

#### Learning Community

*20 min*

Using a learning community is a new approach that I’m trying out. I have noticed so much growth when I group different students together, so I decided to group students with a peer who solves using different strategies. Together, they are going to "correct" this assessment by sharing their solutions and strategies. Their interactions with each other are guided by our Accountable Talk Class Discussion Prompts.

*I have assigned you each a teaching buddy. I want you and your buddy to explain each problem to one another and show them the route you took to your solution. We can learn so much from each other, just as you learn from me and I learn from you, so make sure you explain your work very clearly to your buddy (MP3).*

Any students who did not pass the assessment (I walk around to see as they’re correcting their work) I pull into a group with me so that we can work through the problems together.

*expand content*

##### Similar Lessons

Environment: Suburban

###### Using Area as an Architect (Stations Day 1)

*Favorites(8)*

*Resources(36)*

Environment: Urban

###### Area Of Names

*Favorites(8)*

*Resources(11)*

Environment: Urban

- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: Standard and Non-Standard Units of Measurement
- LESSON 2: What is the Perimeter?
- LESSON 3: Perimeter is All Around Us!
- LESSON 4: My Unique Perimeter Performance Task
- LESSON 5: Graphing with M&M's
- LESSON 6: Design Your Dream House
- LESSON 7: Comparing Lengths
- LESSON 8: What is Area?
- LESSON 9: Length x Width
- LESSON 10: Design Your Dream House- Day 2
- LESSON 11: Area With Halves
- LESSON 12: Area Assessment
- LESSON 13: The Difference Between Mass and Customary Weight