Series: Engaging Students with "Productive Struggle"
Math.A.REI.1
 Common core State Standards
 Math: Math
 A: Algebra
 REI: Reasoning with Equations and Inequalities

1:
Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method.
Math.Practice.MP2
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referentsâ€”and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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, andif there is a flaw in an argumentexplain 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.
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Thought starters
 What do students learn from collaboratively viewing student work samples?
 How would you decide to group the students for this activity?
 Why is it important for the groups to have guiding questions for the activity?
School Details
Turkey Foot Middle School3230 Turkeyfoot Rd
Edgewood KY 41017
Population: 1075
Data Provided By:
Teachers
Susie (Susan) Morehead
Jen Abrams May 7, 2015 9:58am
Timothy Jacob May 22, 2015 10:10am
Michael VILLANUEVA Oct 9, 2015 5:58pm
rosa arroyo Nov 4, 2015 9:57am
Rosa Chavez Nov 4, 2015 9:58am