Reply To: Lesson 3 – Why The Unit Of Measure Matters – Discussion

[Brent Sturtevant]

This just shows again that we need to get the reasoning for each answer from the students. The reason being is because if they give correct reasoning for their answer it could be right especially if we as teachers never gave a criteria for the question.

I also enjoy that it good idea to share the multiple answers and compare them to each other to show how the thinking can be similar or be worked together to solve the problem. For example, how can measure a bigger line with smaller lines and how you can take that number to change into fraction, percent, or decimal answer. This can lead to better understanding of other forms of measurement (unit conversions in metric etc).

[Brent Sturtevant]

This just shows again that we need to get the reasoning for each answer from the students. The reason being is because if they give correct reasoning for their answer it could be right especially if we as teachers never gave a criteria for the question.

I also enjoy that it good idea to share the multiple answers and compare them to each other to show how the thinking can be similar or be worked together to solve the problem. For example, how can measure a bigger line with smaller lines and how you can take that number to change into fraction, percent, or decimal answer. This can lead to better understanding of other forms of measurement (unit conversions in metric etc).