 #### Chapter 2: Response Choice 1

##### 10 Dec 2018 8:35 AM | Anonymous member

Learning intentions should be intentionally inviting to students. Look back over your learning intentions from recent lessons and rewrite them to be more inviting to students. Use the examples in Figure 2.1 for guidance.

• ##### 10 Dec 2018 5:18 PM | Julie Nugent
I did post a comment here a few minutes ago. I don't see it so this is a test to see if the comment shows up.
• ##### 10 Dec 2018 5:24 PM | Julie Nugent
Second try.
Here are 2 CCSS that I worked on with my class last week and the more inviting ways of telling the learning intensions:

Extend understanding of fraction equivalence and ordering.
CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Today we are going to explore equal fractions by using fraction circles. We will use the fraction circles to see what fractions are equal to each other and what fractions we can find that are equal to a fraction that I give you.
CCSS.MATH.CONTENT.4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Today we will use number lines to see where fractions might go on the number lines. We will look at if a fraction is closer to 0, 1/2, or 1 and then place the fraction on a number line. We can then see how doing this helps us order fractions.
• ##### 02 Jan 2019 10:11 AM | Anonymous member
Julie, These learning intentions are much more student friendly than giving students the CCSS. Sometimes even for teachers the CCSS are too much and need to get broken down. I can only imagine how confusing they seem to a student without putting it in student friendly language.
• ##### 05 Jan 2019 5:27 PM | Anonymous member
I agree. I prefer the student-friendly I can statements, particularly for my fraction units, over the CCSS. The students and I always using the same language is helpful as well.
• ##### 10 Dec 2018 10:24 PM | Deleted user
Hello,

Today my Geometry students were working on solving for missing angles in general Quadrilaterals. My learning intention was that students work through a graduated set of problems (no algebra, two-step algebra, combine like terms & two-step algebra, and then combine like terms & two-step algebra w/ determining an angle measure). I modeled one problem at each level (giving practice time in between), after starting class by using the sum of angles in a triangle to prove the sum of the angles in a Quadrilateral. Students completed more work (successfully) than I expected.

Tomorrow, the key will be to determine if they can apply (and transfer) this knowledge specifically to Parallelograms. Before starting, I plan to explore, with the class, the specific angle relationships for Parallelograms (“consecutive angles are supplementary” —> using same-side interior angles, and “opposite angles are congruent” —> using consecutive angles are supplementary). I do think that some students make some of the connections to prior learning (in Geometry A), but others have not had first half of the course since last year (or earlier) struggle to recall and apply the prior knowledge. I do use visual images on the board (and handouts) to “kickstart” the process.

I anticipate some students will start right off independently, others will work as pairs and compare their solutions, and those with less confidence will need more support. I plan to model several extra problems with a small group or two of students, to help them (strategically) set up the equations correctly. Using colored pencils or markers often helps students distinguish consecutive angles from opposite angles. Reviewing and re-learning the vocabulary is also a key part of success.

On a side note, the “Show That You’re Listening” bullets in Figure 2.3 is something that I would like to focus more on this trimester. The blank facial expressions or raised eye-brow is usually a sign that the intended connection to prior knowledge is not working. A quick Knowledge Rating Scale regarding prior knowledge could also help.

Pam
• ##### 02 Jan 2019 10:16 AM | Anonymous member
Pamela, I thought the listening with intention figure was super helpful. How did these learning intentions work for your students? Were they easier to understand than some you had written previously?
• ##### 28 Feb 2019 11:51 PM | Anonymous member
The learning intention is to draw, construct, and describe geometrical figures and describe the relationship between them.

Today you will be creating a chart of polygons and their angles. You will draw 6 polygons and label each with it name, the number of sides in the shape and the sum of the interior angles of the polygon. Then you will create a shape with more than 10 sides and find the sum of the interior angles. Please look up the name of the shape with the number of sides that you picked and add that information to your chart. What is an equation to find the sum of the interior angles of your polygon?
• ##### 11 Mar 2019 3:22 PM | Anonymous member
Allicia, your learning intention is student friendly. The only thing I wonder is, do the students know what it means to describe a relationship? I have found that often times when it comes to finding the relationship between things mathematical students often need some support to understand what that means.