One period in, curricular partner (the teacher I plan with) and I realized that the lesson we planned for today (“growth by shrinking” with negative numbers and decimals) was too ambitious. Kiddos seemed OK with negative numbers, but struggled with place value. We decided to review/practice growth by adding and growth by multiplying (which is what we had just finished learning on Thursday). The idea is to start with a number, then grow four times, either by adding or multiplying the same number.

I wonder how much the structure of the activity/graphic organizers confuses our kiddos. There were stairs that were supposed to help students organize the starting number, ending number, and steps in between. Most students understood the addition and multiplication bits, but I think they were confused about where to put which numbers and operations. Photo below is 2 student work samples. One shows a bit of confusion about how to use the steps, one shows some pretty good multiplication. I would have loved both kiddos to show more problems in general, but you take what you can get.

Also featured: Things in My Pocket at the End of the Day:

Left school at 6:30. Pretty bad considering I thought I could get out at 4:30.

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I ALWAYS end up with crazy stuff in my pockets!

What grade are you teaching now? It seems like we are covering similar stuff – we just moved from place value to subtraction/multiplication in on of our math blocks, and are working with number lines and absolute value in our other block. I’ve got 6th grade kiddos, btws.

9/10 Integrated Algebra/Geometry for English Language Learners who’ve recently arrived in the US (hence the gap). Good kids for sure, but we’ve got a bit of review to do (which hopefully we’ll be able to spiral in). How are your kiddos liking it so far?