## U1 L32 Agenda.jpg - Section 2: Part 3: Critique

# Critiquing and Revising Arguments (Day 1 of 2)

Lesson 11 of 12

## Objective: SWBAT critique the work of their colleagues, and make revisions to their own work.

## Big Idea: Critique and revision are two of the most important skills a person can learn in any field. They're also hard work. Here is a way to get started in Algebra 1 class.

*43 minutes*

Today's opener (it's also on the first three slides of today's Prezi) is a repeat of one of the problems from the review problem set, "What Can You Do So Far?" This problem set was the focus of yesterday's class. Over the next two weeks, the problem set will serve to motivate review of a variety of different problems, and I'll reference it consistently with students as the unit comes to a close.

For today's opener we think about extending the Addition and Multiplication tables from the Number Line Project out to larger numbers. Thinking about the set of locations at which a given number can be found on the Addition and Multiplication tables paves the way for students to think about what the graphs

**x + y = n****xy = n**

will look like.

Thanks to our experience in the field, you or I might recognize the shapes of these two functions. But for students I'm trying to build some background knowledge before delving into that later in the year. For now, I want students to understand why a given number on the addition table will always have the same neighbors, while a number on the multiplication table will find itself in different company depending on its location.

#### Resources

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#### Part 3: Critique

*30 min*

Today's Prezi slides continue by giving students an overview of the work that they'll engage in during today's and tomorrow's classes. Students will critique each other's work on Part 2 of the Linear Equation Project. They will then revise their work in some way, before submitting the project two days from now.

** I want critique to become something that's not just normal, but indispensable in this class, and that work begins here.** It's hard work. It requires a great deal of attention from students, and a great deal of patience of flexibility from the teacher.

To begin our work, I distribute Part 3 of the Linear Equation Project, which is called "Critique and Final Draft". Students will find a partner, critique that partner's work, then produce a final draft of the equation and justification that they created on Part 2 of the project. There are four areas that I've laid out for students to examine. I introduce these by navigating around the Part 3 handout on slides 7 through 12 of the Prezi, and by briefly discussing the meaning of each.

Please take a look at this narrative video for a description of the types of feedback and revision that students may engage in. My goal is for everyone to have *something *to show for this. I want everyone to try justifying the solution to an equation, and I want everyone to be able to explain at least one way in which their work has improved. The act of participation is as important as what actually happens here, because it sets the stage for what comes next.

For your perusal, I've included an example of critique from an average-level student: page 1, and page 2. I would like for this student to go into greater depth here, but I also think that her level of engagement is enough for her to learn and improve over the course of the year. Additionally, here are before and after critique snapshots of another student's work.

As this work continues, there is a lot that can happen. Students will have a chance to solidify their knowledge of the arithmetic properties, which they will continue to gather on the note catcher.

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With a little less than 10 minutes left in the class, I distribute cover sheets for the Linear Equation Project. Everyone still has more to do; most students need to finish their critique, and everyone will need time to complete their final drafts, and I will provide them with that time tomorrow. I don't want to rush anyone, but I want them to have the rubric (which is on the back of the cover sheet) and I want everyone to understand what I'll be collecting two days from now.

There are three things to note about the cover sheet:

- The
**submission checklist**tells students exactly what to hand in. I'll have to direct their attention to this a few times over the next few days. Having it in writing helps me be clear and consistent, as students will continually ask me to repeat my expectations for what gets handed in. - Four
**reflection questions**are at the bottom of the cover sheet. I always ask my students to reflect in some way when they submit a project. There are different levels of rigor that students apply to their responses here, but all are instructive to me as a teacher, and I believe that for students, the act of saying what they've learned is always productive. Take a look at some of the samples of student responses I've included here and think about what you're learning about each of these students. - The
**rubric**is on the back. An important growth area in my practice is that I'm learning to write rubrics that are simple for students to understand, quick and user-friendly for me, and that offer plenty of space for me to give useful feedback to kids. I feel like I'm moving in that direction with this rubric, but in doing so, I've kind of left behind the detailed description of each mastery-level. This is a work in progress for me, and I welcome your feedback.

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Wow - I really appreciate the way you put that, Aaron. Â It's important to note that the transition away from teacher authority can be difficult for kids to make! Â Some of my brightest students have a hard time with the way I'm always asking what they think about a problem, and they say they wish I'd just "tell them the answer" more often. Â A common line among my students is that I "always answer their questions with more questions." Â What's gratifying to witness is that over the course of the year, that sentiment goes from being a complaint to being a reason they love the class. Â By the Spring, students have the ability to know when they're right, and to be each other's best teachers.

| 2 years ago | Reply

Hi James - In critique exemplar 3 the student says that they learned different people explain things differently according to how they understand it. Â I love that, and it completely justifies the way in which you ask your students to work. Â I hope that by what we do in our classrooms all students come to see that and come to value it. Â Students sometimes get the mis-guided idea that mathematical authority comes from a book or a source like the teacher. The more we can help them see the mathematical authority coming from sound student reasoning, the better off they will be.

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- UNIT 1: Number Tricks, Patterns, and Abstractions
- UNIT 2: The Number Line Project
- UNIT 3: Solving Linear Equations
- UNIT 4: Creating Linear Equations
- UNIT 5: Statistics
- UNIT 6: Mini Unit: Patterns, Programs, and Math Without Words
- UNIT 7: Lines
- UNIT 8: Linear and Exponential Functions
- UNIT 9: Systems of Equations
- UNIT 10: Quadratic Functions
- UNIT 11: Functions and Modeling

- LESSON 1: Solving Linear Equations: Assessing What You Know So Far
- LESSON 2: Patterns, Progress Reports, and Practice
- LESSON 3: Linear Equations: A Subtle Note, and Choosing Your Own Adventure
- LESSON 4: Building on Our Knowledge: Intro to Inequalities
- LESSON 5: Solving Equations by Constructing Arguments (Day 1 of 2)
- LESSON 6: Solving Equations by Constructing Arguments (Day 2 of 2)
- LESSON 7: Collaborating to Level Up
- LESSON 8: Justifying the Solutions to Linear Equations
- LESSON 9: Developing Arguments and More Properties
- LESSON 10: Review: What Can You Do So Far?
- LESSON 11: Critiquing and Revising Arguments (Day 1 of 2)
- LESSON 12: Critiquing and Revising Arguments (Day 2 of 2)