## "Main Dish" version 2 - Section 3: Note to Teachers

# Homework Share

Lesson 5 of 11

## Objective: SWBAT construct viable arguments and critique the reasoning of others.

From the beginning of the year, I have students share their homework assignments whenever there are a few free minutes in the day. Usually one or two students share at a time. This keeps the duration shorter, so students who are in the "audience" stay engaged in the presentations.

At this point in the year, the stamina of the class has increased. Today, there is only 30 minutes of math class, and we have fallen behind on homework shares. I will not assign the next projects until I have corrected our last project and allowed all interested students to share. If I expect my students to work hard, than I have to provide them with feedback.

The students complete one math homework choice about each week. From these, they choose at least one a month to share with the group. Students may share more than one if they would like.

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#### Homework Share

*30 min*

Attached is a copy of the homework menu that students are sharing assignments from. Homework menus are assigned approximately every 3 weeks.

All students complete the "Main Dish" on each menu. They are allowed some choice in how they choose to present their work.

The students are provided more choice for the other assignments on the menu. "Side dishes" allow for more creative freedom. The assignments are less structured, and the students may choose (say 2/3) which to complete.

Occasionally,students are provided with a desert choice. This is an optional, above and beyond assignment.

For some students, assignments are broken down and more structure is provided.

During homework share, students present their work and also something they learned from the experience of completing this assignment. Then, they may call on 3 students to make a comment or connection to the share.

One challenging part of these presentations is to hold back when I notice an error. I make a note of it on my paper, but hold my comments until the end. Often times, students notice the same mistakes and then gently critique their classmates.

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###### Recalling Prior Knowledge of Adding and Subtracting Fractions

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- LESSON 1: Back to Fraction Basics
- LESSON 2: More Back to Basics!
- LESSON 3: Converting Using Models
- LESSON 4: Fractions On A Number Line (Mixed, Improper)
- LESSON 5: Homework Share
- LESSON 6: Moving Away from Models
- LESSON 7: Modeling Mixed Number Addition & Subtraction
- LESSON 8: Adding and Subtracting Mixed Numbers
- LESSON 9: Adding & Subtracting Mixed Numbers (Practice - Problem Solving)
- LESSON 10: Estimating Addition and Subtraction of Mixed Numbers
- LESSON 11: Open Response Practice