Math.Practice.MP3

Common core State Standards

  • Math:  Math
  • Practice:  Mathematical Practice Standards
  • MP3:  Construct viable arguments and critique the reasoning of others.

    Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

|
Math.K.MD.A.1

Common core State Standards

  • Math:  Math
  • K:  Kindergarten
  • MD:  Measurement & Data
  • A:  Describe and compare measurable attributes
  • 1: 
    Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Download Common Core State Standards (PDF 1.2 MB)

|
Math.K.MD.A.2

Common core State Standards

  • Math:  Math
  • K:  Kindergarten
  • MD:  Measurement & Data
  • A:  Describe and compare measurable attributes
  • 2: 
    Directly compare two objects with a measurable attribute in common, to see which object has \"more of\"/\"less of\" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Download Common Core State Standards (PDF 1.2 MB)

Same or Different?
Lesson Objective: Construct arguments when comparing objects
Grade K / Math / Argumentation
Math.Practice.MP3 | Math.K.MD.A.1 | Math.K.MD.A.2

Thought starters

  1. Why does Ms. Oleston start by having students share what they notice?
  2. How does this activity give students an opportunity to practice constructing arguments?
  3. Why does Ms. Oleston use the "I think... because..." sentence stem?
11 Comments
This activity incorporated many skills I would like to enhance in my classroom. I liked the what did you notice and then share with your partner response. This facilitated focusing and communication that will also help ELL students when paired with an English speaking student. I also plan to incorporated the "me too" when you agree with your peers response. This allows other students to be apart of the whole group activity and provides a sense of self-satisfaction for having the same answer. This activity was great for encouraging students to express themselves and the teacher created an environment where there were no wrong answers.
Recommended (0)
I really liked how this teacher used ten frames as a way of teaching her objective. She began the lesson by allowing students to make connections, allowing them the opportunity to notice how the objects were similar and different. This was clearly a clever way of comparing objects as well as this activity can be used to teach other standards. I will consider using this type of activity during math to teach comparing numbers, addition, and counting.
Recommended (0)
I love how this teacher explained that her students had to be taught HOW to explain their thinking. This is obviously a routine in her classroom as all students were able to tell the class what they noticed, as well as what they saw as the same or different. Math talk is such an important skill for students to develop from a very young age.
Recommended (0)
I like how the teacher had the students turn and talk and explian their reasoning to each other even though they are younger. I have been looking for ways to expand this in my classroom so that if partners have different reasoning it can effect their partner to think about knowledge in different ways and this iis a good example of how to practice that skill.
Recommended (0)
I like how the teacher had the student's discuss their observations before trying to compare two things. Pointing out similarities and differences has the student's come up with their own theories and comparisons.Having the student's talk about their explanations, and then demonstrating it as a group seems like a brilliant idea.
Recommended (0)

Transcripts

  • Same or Different Transcript

    Student: Since 2 yellows off the top, there's 2 yellows on the bottom.

    Speaker 1: The activity "the

    Same or Different Transcript

    Student: Since 2 yellows off the top, there's 2 yellows on the bottom.

    Speaker 1: The activity "the same and different" is getting the students to think about these are two different pictures, but they're related.

    Teacher: I want you to think about what you see, what you notice and then I want you to turn and talk to your partner. What do you notice, what do you see? Okay, turn and talk to a partner.

    Speaker 1: In this activity, we start off with just thinking about what do you notice, what do you see? You have to process what's right in front of you before you can really start thinking about what's the same and what's different. I just want them to notice.

    Alice: There's 4 and 4.

    Teacher: Alice said there's four and four. If you agree with that we can give her a "me too." What else? Does anyone else want to add on to that or have a different idea? What you notice?

    Student: There's 4 yellows and then 4 greens. 4 plus 4 equals eight.

    Teacher: Yes.

    Speaker 1: Then we talk about "what's the same?" What do you see that is the same in both? Then well what do you see that's different?

    Teacher: Are they the same or are they different? If you think they're different, I want you to think of a reason why they're different because these are separate pictures.

    Student: There's a square on the top and there's a line that goes down on the bottom and there's a line that goes through the right on the bottom.

    Teacher: Would that make them the same or different?

    Student: Different?

    Teacher: Different.

    Student: Do a yellow on the bottom. Then 2 green ones at the top.

    Teacher: So would that make them different or the same?

    Student: Different.

    Teacher: Different.

    Tamaz: Both of them have 6 white spaces.

    Teacher: Tamaz is going to say it one more time so that I can then point at it so we can all see it.

    Tamaz: Both of them have 6 white spaces.

    Teacher: We're going to count.

    Class: 1,2,3,4,5,6.

    Teacher: OK, check. Let's do the one on top.

    Class: 1,2,3,4,5,6.

    Speaker 1: When we first started doing the "I Think Because", the answer pretty much across the board was well "my brain told me" which well- that's not really giving me a reason because our brain is always working and telling us things. I had to back up a little bit and really work with them on what it means to explain your thinking or your reason why, what does that mean.

    Teacher: Kamora.

    Kamora: There was 2 yellows on the bottom and 2 greens on the top and 2 on the top and 2 greens on the bottom.

    Teacher: Very good and that's the way they are the same.

    Speaker 1: I think the students have made progress in really getting at a higher level at what is the same and what is different. For instance, there was a student that noticed that while the tiles in each 10 frame were set up differently, there was the same amount of white space. A month or so ago, they would've noticed primarily the colors.

    Teacher: I want to thank you friends for your math brain, using your math brain today and your thinking. Because you been listening to other peoples ideas, you've been using your own thinking, and then explaining why something is the same or different and giving your brains a little bit of a workout.

Teachers

Donella Oleston

Newest

Teaching Practice

All Grades, All Subjects, Class Culture

TCH Special

All Grades / Science / Tch DIY

TCH Special

All Grades / Science / Tch DIY

TCH Special

All Grades / Science / Tch DIY