Lesson 4 Homework Practice Answer Key 7th Grade
Emigdio Binet
A teacher from a nearby school district recently emailed me with a few questions about standards-based grading in preparation for the upcoming school year. He gave me permission to share some of our dialogue in this public space. This is the first of two question and answer posts about homework as practice, rather than merely point accumulator, in standards-based grading.
This is not a cure-all type of solution, but one that I and other educators using standards-based grading practices have found to be helpful. In what ways have you motivated students to complete homework when it is worth zero points? Leave your ideas in the comments below.
As part of standards-based grading, I use retakes as a learning tool and have found them very effective. However, students are not eligible for a retake unless they have completed at least 80% of the homework. This has had 2 benefits. The students who do the homework most diligently rarely need a retake and students who regularly skip the homework need the retakes the most. It usually only takes 1 unit for them to learn their homework lesson. Parents have been very supportive.
As a student in elementary and high school, I recall having homework assignments in most, if not all of my classes each night. I remember carrying home a lot of worksheets, lugging home several textbooks, and at times transporting poster board and binders back and forth to school. We had a lot of tests, pop quizzes, and projects. Most of the time, I remember the homework was the same for each student, in each class, and I cannot recall now nor do I even know if I was aware back then, of students doing different assignments. I understand why teachers assign homework which is the same, the purpose is to assess students on a particular skill, and maybe it just really works for that learning target. And some benefits for students are having a peer, to work through an assignment with or ask for clarification, can be helpful. But it can also be detrimental, for a few reasons. Students are not getting the practice they need by having the same assignment, and the possibility of students copying assignments is also something to consider. Copying assignments leads to a loss of learning, and students will have to re-learn the material twice. There is a lot of discussion about the real value of and purpose for homework, and these are just a few of the pros and cons to consider.
Over the past few years, with the rise of technology and so many options available for learning experiences through it, solely using a worksheet or assigning the same homework does not have to persist. I have noticed variations in my students, both during our interactions in the classroom but also while grading assignments and projects, or even just reading the responses to their reflections or blogs. For homework, some students can finish the worksheet in two minutes, possibly before the end of the class period, if time remains. And there are others, who may struggle to complete the work and as a result, end up spending 20 or 30 minutes on the exact same assignment. So, I asked myself, how can I reach both types of learners, and provide opportunities that will be beneficial, meaningful, but more importantly more personal to their needs. How can I give each student the practice that they need?
1. Quizlet: I had sets of cards and as an alternate assignment, I asked the students to select and complete activities which they felt would help them the most. Because we have a class account, I can monitor their progress and they have many options for practicing the vocabulary, playing games and other activities to build their skills.
2. Kahoot!: We have played games of Kahoot! in class for the past few years, and initially I was using it as a class game, using games which I created. But I soon realized that making up so many quizzes was really time consuming. While there are lots of public quizzes available, I wanted to have the questions be more specific to their needs. So for a different type of homework assignment, I asked students to create their own Kahoot! game using a specific number of terms or verbs and share it with our class. This led to more authentic practice and a lot more resources for all students to learn from.
3. Blendspace: I have an account with Blendspace, and I can create and share lessons that I have created which include videos, games, tutorials and much more. As homework practice, I can decide to assign a particular lesson for students to work through or I can simply share the URL and provide resources and give students the choice to use the resources within the lesson.
4. Other options: Some other ideas for changing the type of homework assignments used are to create a list of different assignments or tasks and give students some choices in how to practice the content material. They may decide to work through all of them, or simply use some, but the important thing is that the choice is theirs and the practice will be more meaningful. Assigning homework in this way encourages students to have a choice on where to begin, not all students have to do the same thing, and it helps to focus on their individual needs.
The students appreciated having more of a choice in assignments. Using these options gave them the chance to try some new ways of learning, which they were not used to, but it was a way to provide differentiation. I know that having a lot of games available to play in class with Kahoot and the extra Quizlet study cards, benefitted all students. The one tricky part is being able to monitor their work, but this comes with developing the relationships and having clear expectations. Including students in the conversation and making sure we focus on the accountability and responsibility aspects will help. The students are more engaged, become more empowered by having a choice in their learning path.
We can use methods like this to focus on the areas where students need help the most. Personalizing the homework assignments in these ways can prove to be time consuming, as far as tracking their work, but it is completely worth it because of how beneficial it is to their learning. And that is what matters most.
Students who are willing to practice more number of questions can Download Go Math Grade 4 Answer Key Homework Practice FL Chapter 10 Two-Dimensional Figures pdf. Here we provide the solutions for each and every question with pictures in an easy manner. With the help of Go Math Grade 4 Homework Practice FL Chapter 10 Answer Key, you can complete your homework in time.
The topics of Two-Dimensional Figures consist of Lines, Rays and Angles, Classify Triangles, Parallel Lines and Perpendicular Lines, Classify Quadrilaterals, Line Symmetry, and so on. All you have to do is to click on the below links and kickstart your preparation.
Explanation:
From triangle GJH, Angle G, Angle J, and Angle H are acute angles with less than a right angle. A triangle with three acute angles called an acute triangle. So, the given triangle is an acute triangle.
Explanation:
From triangle LMN, Angle L and Angle N are both acute with less than a right angle. Angle M is an obtuse angle that is greater than a right angle. A triangle with an obtuse angle is called an obtuse triangle.
Explanation:
A school principal ordered 1,000 pencils. He gave an equal number to each of the 7 teachers until he had given out as many as possible. He shared 142 pencils for each of the 7 teachers. So, 142 7 = 994. The remaining pencils are 6.
Question 6.
Kevin draws a figure that has four sides. All sides have the same length. His figure has no right angles. What figure does Kevin draw?
Options:
a. square
b. trapezoid
c. rhombus
d. rectangle
Question 1.
Marta is using this pattern to decorate a picture frame. Describe the pattern. Draw what might be the next three figures in the pattern.
Possible answer: the pattern repeats: one trangle followed by two squares.
Question 4.
Olivia finished a race in 40.64 seconds. Patty finished the race in 40.39 seconds. Miguel finished the race in 41.44 seconds. Chad finished the race in 40.46 seconds. Who finished the race in the least time?
Options:
a. Olivia
b. Patty
c. Miguel
d. Chad
Refer Go Math Grade 4 Answer Key Homework Practice FL Chapter 10 Two-Dimensional Figures to score the highest marks in the exam. Our aim to provide quick learning with clear-cut explanations for all the students of Grade 4. In addition to this students can also follow Go Math Grade 4 Answer Key Chapter 10 Two-Dimensional Figures to get an idea of the model of questions. All the very best!!!
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