Example 1: Critique a Partial or Flawed Response
Example 1: Critique a Partial or Flawed Response
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Present: Present a partial/broken argument, explanation, or solution method. Teacher can play the role of the student who produced the response, and ask for help in fixing it.
Given response could include a common error.
Given response should include an ambiguous term or phrase, or an informal way of expressing a mathematical idea.
Prompt: Prompt students to identifying the error(s) or ambiguity, analyze the response in light of their own understanding of the problem, and wok both individually and in pairs to propose an improved response.
Share: Pairs share out draft improved response.
Refine: Students refine their own draft response.
Example 2: Always-Sometimes-Never
Example 2: Always-Sometimes-Never
Use a structure or graphic organizer to evaluate or critique whether mathematical statements are always, sometimes, or never true. (Examples: 'A rectangle is a parallelogram' or 'A negative integer minus another negative integer equals a positive integer.') Use the graphic organizer to frame and assess the reasoning process as students work towards evaluating and improving a response.
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Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit
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