![]() I brought the class back to the directions and then more students started to make connections. Some students were still unsure of what to do. When I brought the class back together, I started to ask individual students how their thinking has changed. Fortunately, at least one person at each table starting to think that multiplying the x-coordinate by two wouldn’t work. I probably could’ve spent a good 15-20 minutes on just the conversation. I thought the conversation that students had was worthwhile. Students reread the directions and then started to gravitate their attention to “as it is” high and then started the problem over again.Īs I walked around the room I heard students say: Students had about 3-5 minutes to discuss their idea. I had the students think about the direction and discuss in their table groups what strategy and solution makes sense. Many were absolutely certain that 8 was the correct answer. When digging a bit deeper into what they were thinking I found that students were looking at the height where the roof started (0,4). Below the directions came the house and gridĮven after seeing the diagram, students were fairly sure that they just needed to multiply the width (4) by two. Even without looking at the diagram they assumed that this was going to be a multiplication problem involving two numbers. So, many students read this and thought twice as wide meaning they’d have to multiple the width by two. ![]() I modified the questions a bit from the resource that I used in the classroom. Many students thought they knew the answer initially, but then had to retrace their steps. The problem caused the majority of my class to struggle. One of the tasks that stands out to me for this unit involved a coordinate grid problem. Students were able to play Hidden Treasures, use a 1,000 base-ten block (first time they’ve seen this), and create polygons using points. This unit was packed with quite a bit of review, decimal computation and coordinate grids. The unit lasted about a month and a test is scheduled for next week. My fourth graders just ended a unit on decimals and coordinate grids. Click here for the Desmos assignment slide.Ĭriteria: Mario starts 30 meters ahead, Sonic and Mario are tied at 4 seconds, Sonic takes a 3 second break, and Sonic wins at 9 seconds. Some of ideas were taken straight out of the original activity. I added a few criteria pieces related to the 100 meter dash. Near the end of the class students mentioned that they’d be interested in the process of finding the rate or speed of each character as time progresses.ĭuring the next class I used Kurt’s slides and idea to create an assignment. This slide caused students to think about the context first and then how the lines look second. ![]() A number of students experimented with what happens when you make multiple lines on the graph. This led to a class discussion about the slope of the line and what the x and y-axis means in context. Students tried out different strategies to see what happens as the lines cross or increase in steepness. The class spent a good chunk of time on slide four – a class favorite. I selected specific slides to complete as the class hasn’t been introduced to the y-intercept yet.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |