Explaining, Sharing and Growing as Mathematicians #WithMathICan
1 Introducing Growth Mindset
Ask students to think about a time they struggled to solve a math problem.
Have students turn to a partner and share a moment when they struggled in math class. Encourage them to use words that describe how they feel.
Show students the video clip. Ask them to notice what Mojo does when he has trouble solving the math problem.
Explain to students that they are going to work on math problems today that might be tough. Remind them that when they come across a tough problem it is important to persevere like Mojo to help become smarter.
2 Explaining Our Thinking
Tell students that today they will be working with a partner to explain their thinking as they solve a tough math problem. You may decide to partner students homogeneously by ability.
Locate a problem on TenMarks that is appropriate for the unit of study you are working on in your classroom. This should be a multi-step problem that can be solved using a variety of approaches. You may decide to give each set of partners different problems.
Ask students to use the Explain Everything app to show the steps they take to solve a problem. Encourage them to talk through as they solve the problem so that the screencast records their thinking.
Remind students that an important part of growing as mathematicians is to push themselves to solve tough problems.
3 Sharing Our Work
Choose two or three Explain Everything creations to share with the class. Ask the student creators to discuss what was hard and what was easy. As you play back their screencast, pause to have students share what they did when they came to a tricky part of the problem.
As students are sharing, continuously point out and praise moments when they demonstrate a growth mindset. You might say something like: I like how you talked with your partner about how there are multiple ways to solve a problem. I noticed that you were confused and had to stop and think about your next step. I like how you didn't give up when you struggled answering the question the first time.
4 Reflecting on our Growth
Using a digital exit slip tool like Seesaw or Socrative, pose this question to students.
Why is struggling an important part of learning?
Have students submit their responses to you to review.
When they are finished ask them to fill in the blank on a post-it note that will be displayed for the whole class to see: #WithMathICan ______________
Key Standards Supported
Making Inferences And Justifying Conclusions
|HSS.IC: Understand And Evaluate Random Processes Underlying Statistical Experiments|
|HSS.IC.1||Understand statistics as a process for making inferences about population parameters based on a random sample from that population.|
|HSS.IC.2||Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?|
|Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational Studies|
|HSS.IC.3||Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.|
|HSS.IC.4||Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.|
|HSS.IC.5||Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.|
|HSS.IC.6||Evaluate reports based on data.|