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  • Lesson 5-2: Question

  • Jon Orr

    May 1, 2019 at 11:57 am

    Share your chosen learning goals and any comments or questions you have here:

  • Katrien Vance

    July 6, 2019 at 1:48 pm

    Question regarding going back to re-introduce concepts and skills students will need:  what do you do when the majority of the class has mastery (even unconscious mastery) of a concept but a student or two does not?  Do you meet separately with those students?  I have seen teachers get “hung up” on this and spend way too long on a topic that some students are not mastering.  Spiraling seems like a good answer to this, since you know you’ll come back to the concept again. But if you are building towards a learning goal, such as linear relations, and someone is not understanding proportions, what do you guys do?

  • Trina Gratrix

    February 17, 2021 at 11:41 am

    My learning goal is solving one-step equations. Students need to understand what a variable is. They need to understand adding, subtracting, multiplying and dividing. And they need to know that adding/subtracting and multiplying/dividing are opposites of one another.

    • Kyle Pearce

      February 21, 2021 at 6:32 am

      Awesome. Have you thought about a task or unit you intend to use?

  • John Gaspari

    February 20, 2021 at 10:50 am

    As I look at the previous grades and the expected prior knowledge coming into grade 6, students have been reading and representing numbers in increasing values and place values each year. As they enter in grade 6 and the place value has increased to one million, students are already expected to know how to compose and decompose numbers and this is no longer part of the grade level expectation.

    • Kyle Pearce

      February 21, 2021 at 6:34 am

      Interesting! Now do keep in mind that just because an expectation is no longer present (ie, covered in earlier grades) doesn’t mean we don’t want to also come back and revisit in future grades. This is what makes teaching the higher grades so challenging is that there is so much prior knowledge we need to continually bring back to the forefront.

  • Maryanna Biedermann

    February 23, 2021 at 8:24 pm

    I think I am going back too far….standard is factoring algebraic expression and equivalent expressions;

    • Jon Orr

      February 24, 2021 at 6:37 am

      Good stuff here @maryanna-biedermann I don’t think you went too far back. The more we know about the progression the better prepared we’ll be in the classroom when students show understanding along that progression.

  • Jody Soehner

    February 28, 2021 at 12:06 pm

    We will start Proportional Reasoning this week.

  • Rachael Young

    January 3, 2022 at 6:31 am

    Happy New Year guys! This is a unit I’ll be starting the new year with with my Year 7s (Australian, here, so we start the new year at the end of Jan). The unit is on Whole Number and I’m using as the example for this reflection the idea of index notation. There are a few outcomes relating to this broad concept in the Year 7 Australian Curriculum course but I’m focusing on representing patterns in square numbers and the connection between square numbers and index notation. Last year, with QR codes being very topical, I designed an exploration called Quirky QR codes challenging students to work out how many unique QR codes can be drawn on different sized square grids. Considering prior knowledge, like most of us, my classes tend to be very diverse with a 4 – 5 year difference in skills being typical. Some students will know what ‘square numbers’ are and have the understanding that it is x times x (eg 2 x 2, 3 x 3, 4 x 4 etc). They may know that square numbers form square arrays. There isn’t any specific prior knowledge on index notation, as it is introduced in Year 7 for the first time. My experience tells me that they confuse ‘squared’ with ‘x 2’ eg 6 squared = 12 (6 x 2 not 6 x 6) so this is a common mistake I’ll be looking out for.

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