Demonstrate Review of Student Work. Choose one or two pieces of student work for Check-In: Question 12 to review with the class. Choose either work from your own students or from the sample work provided as Masters in this Lesson Guide. It is usually more useful to discuss work from your own class, but you may decide to use the sample work provided. Display the Math Practices page in the Student Guide Reference section and the appropriate student work.
Discuss Armando and Cathy's Work. Display Armando and Cathy's Work Master. Use the suggested discussion prompts and Figures 7 and 8 to review Armando and Cathy's work. Figure 8 shows the feedback students might give on the Stencilrama Lab Check-In: Question 12 Feedback Box.
- What did Armando and Cathy do to solve the problem? (They moved their paper border across the board 31/2 times. Since each border is made with 12 stencils, they multiplied 31/2 by 12.)
- Did they choose a good and efficient strategy? (The strategy of moving the paper border [bag] across the board works but is not very efficient and could present additional measurement error. Measuring the length of the board using their data may have been more efficient.)
- Did Armando and Cathy show how they arrived at an answer? (Yes, the group clearly described that they measured the board with their paper border and multiplied the number of stencils on one border by the number of borders needed.)
- Did they label their work? (Mostly. They should have labeled 12 “stencils” and 42 “stencils.”)
- How did they show that they checked for reasonableness? (They did not show how they checked their work for reasonableness.)
- How can Armando and Cathy improve their work? (Add labels and show how they checked that their solution was reasonable.)
Discuss Adam and Ann's Work. Display Adam and Ann's Work Master. Use the suggested discussion prompts and Figures 9 and 10 to review Adam and Ann's work. Figure 10 shows the feedback students might give on the Stencilrama Lab Check-In: Question 12 Feedback Box.
- What did Adam and Ann do to solve the problem? (They moved their paper border across the board.)
- Did they choose a good and efficient strategy? (The strategy of moving the paper border across the board works but is not very efficient and could present additional measurement error. Measuring the length of the board using their data may have been more efficient.)
- Did Adam and Ann show how they arrived at an answer? (No, the group clearly described that they measured the board with their paper border but they did not show how they decided on 471/2 stencils.)
- Did they label their work? (Mostly. They should have labeled 471/2 “stencils.”)
- How did they show that they checked for reasonableness? (They did not show how they checked their work for reasonableness.)
- How can Adam and Ann improve their work? (Add labels, describe what they did to find the 471/2 stencils, and show how they checked that their solution was reasonable.)
Discuss Mary and Manuel's Work. Display Mary and Manuel's Work Master. Use the suggested discussion prompts and Figures 11 and 12 to review Mary and Manuel's work. Figure 12 shows the feedback students might give on the Stencilrama Lab Check-In: Question 12 Feedback Box.
- What did Mary and Manuel do to solve the problem? (They measured the board and divided by 5 but there is a step there that is not clear: 3 × 39 + 25.)
- Did they choose a good and efficient strategy? (It seems that the length of the board is 142 and they divided that length by the length of the stencil. That strategy is efficient.)
- Did Mary and Manuel show how they arrived at an answer? (Yes, but they need to make each step clearer. It is not clear what going on with 3 × 39 + 25 = 142 or that 142 is the length of the board. It is also not clear what the 5 is referring to.)
- Did they label their work? (No. Labels would have made all their work more easily understood.)
- How did they show that they checked for reasonableness? (They did not show how they checked their work for reasonableness.)
- How can Mary and Manuel improve their work? (Add labels, more clearly communicate what they did, and show how they checked that their solution was reasonable.)
Discuss Janet and Jerry's Work. Display Janet and Jerry's Work Master. Use the suggested discussion prompts and Figures 13 and 14 to review Janet and Jerry's work. Figure 14 shows the feedback students might give on the Stencilrama Lab Check-In: Question 12 Feedback Box.
- What did Janet and Jerry do to solve the problem? (They measured the perimeter of the bulletin board and divided by 3 inches to determine the number of stencils.)
- Did they choose a good and efficient strategy? (Yes, they measured and calculated the perimeter of the bulletin board and divided by 3 inches.)
- Did Janet and Jerry show how they arrived at an answer? (Yes, they could have said they were finding the perimeter of the bulletin board and described why they divided by 3-inches.)
- Did they label their work? (They used labels but needed to be clearer about the 3-inch stencil.)
- How did they show that they checked for reasonableness? (They did not show how they checked their work for reasonableness.)
- How can Janet and Jerry improve their work? (Check that their solution was reasonable and fix calculation error.)
Give Feedback on Math Practices. Organize students into small groups: one student pair meeting with another student pair. Distribute the prepared copies of the Stencilrama Check-In: Question 12 Feedback Box Master to each pair of students. Tell students that, with a partner, they will provide feedback to their classmates and in turn will receive feedback from their classmates. Partners should record feedback together on the Feedback Box. Give students time to share their comments with the student whose work was reviewed.
After students have had their work reviewed by their peers, give them time to revise their work before you review it. Ask students to attach the Feedback Box to their written solution. Use it to provide feedback to each student and review the kinds of feedback students are giving their peers.
Use Check-In: Question 12 on the Stencilrama Lab pages in the Student Activity Book and the corresponding Feedback Box in the Teacher Guide to assess students' ability to find a strategy [MPE2]; show their work [MPE5]; use labels [MPE6]; and check for reasonableness [MPE3].
There are many ways to provide feedback to students. To be useful, it must be specific and connected to the Expectations. Verbal feedback is probably the most useful and effective feedback. However, classroom realities sometimes prevent teachers from being able to provide verbal feedback to each student or group of students, so feedback from peers is another good source.
Written feedback can also be effective if it is specific and related to the Expectations. Stencilrama Lab Check-In: Question 12 Feedback Box Master provides a place to make notes about how students are doing and to note questions you might have in relation to specific Expectations.
