Lesson 6 Homework 4.1 Answer Key
Christina Smith
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Answer key might be the wrong term here. Sure, the Math Medic answer keys do provide the correct answers to the questions for a lesson, but they have been carefully designed to do much more than this. They are meant to be the official guide to teaching the lesson, providing specific instructions for what to do and say to make a successful learning experience for your students.
Activity: Students are in groups of 2 - 4 working collaboratively through the questions in the Activity. The teacher is checking in with groups and using questions, prompts, and cues to get students to refine their communication and understanding. As groups finish the activity, the teacher asks students to go to the whiteboard to write up their answers to the questions.
Debrief Activity: In the whole group setting, the teacher leads a discussion about the student responses to the questions in the activity, often asking students to explain their thinking and reasoning about their answers. The teacher then formalizes the learning by highlighting key concepts and introducing new vocabulary, notation, and formulas.
Check Your Understanding: Students are then asked to apply their learning from the lesson to a new context in the Check Your Understanding (CYU) problem. This can be done individually or in small groups. The CYU is very flexible in it's use, as it can be used as an exit ticket, a homework problem, or a quick review the next day.
Anything written in blue is something we expect our students to produce. This might not be quite what we expect by the end of the lesson, but provides us with a starting point when we move to formalization.
Anything written in red is an idea added by the teacher - the formalization of the learning that happened during the Activity. Students are expected to add these "notes" to their Activity using a red pen or marker.
By the end of the lesson, students will have written down everything you see on the Math Medic Answer Keys. The most important transition is when students finish the Activity and we move to Debrief Activity."Students, now is the time for you to put down your pencils and get out your your red Paper Mate flair pens" We give each student a Paper Mate flair pen at the beginning of the school year and tell them they must cherish and protect it with their life. They all think we should be sponsored by Paper Mate (anyone have any leads on this?)
Yes! Any student can create a free Math Medic account to get access to the answer keys. We often send students to the website when they are absent from a lesson or when we don't quite finish the lesson in class. We are comfortable with students having access to these answer keys because we do not think Math Medic lessons should be used as a summative assessment or be used for a grade (unless it's for completion). Our lessons are meant to be the first steps in the formative process of learning new concepts.
Math homework is quite the debated topic these days. Some teachers and even schools have given up the idea of homework. I even worked at a school that attempted to standardize homework by assigning a different content area to each day of the week.
I view homework as math practice. I make this illustration frequently to my students. Much like anything we want to succeed in, it requires practice. Basketball practice, football practice, video games, drawing, theater, even babysitting requires practice. As an adult I practice cooking, reading, blogging, exercising, teaching and parenting. There is always room for practice.
This is definitely up to you to choose what is best for your students. I personally limited homework to a maximum of 10 questions that students were capable of accomplishing within a 15-minute window. Depending on the concept, I would include roughly 6 skill-based problems and 4 or so word problems.
I firmly believe that consistency is key. Students should not have to think about whether or not they have homework; they should think about how much they have or what is yet to be accomplished. If you can train students to expect homework, then you have already worked to fight the struggle of getting it back completed.
Each week I determined and prepped the assignments for the following week. I used my homework agenda template to update the dates and information, along with any class announcements. Then on Thursdays, my parent volunteer, would come in and copy the assignments.
On Monday, students received the Math Homework Agenda with subsequent assignments attached. I would aim to finish the lesson with 8-10 minutes of class, students would begin their assignment, and then whatever was not finished was to be completed by the following day.
The next day, students were to have their homework agenda out during the warm up. I would circulate and initial or stamp the Homework Agenda if it was complete. I created my own key that indicated whether the assignment was incomplete, late, or a student was absent (the day prior). This was written on their Homework Agenda, so I could see it on Friday when I entered grades.
I love this idea! I just wish I could be planned ahead enough to have all the homework created for a whole week on Monday. Do you have students lose their packets in the middle of the week? What do you do about that as far as grading goes?
One problem I have is making sure that I am making things challenging enough to prepare them for high stakes test questions but not so hard that they will give up and not be successful. In our state, some practice test questions I have seen even make me stop and really think of what they want to know. I find myself overcompensating and trying to throw at them all types of questions they may see. For example, solving one step equation. I need to make sure that they can handle all the same steps with integers, decimals, fractions. If I break it down too much into just one lesson then I spend too much time on a topic and get way off track on the pacing guide. Any advice? Does your curriculum offer a pacing guide and will help me stay on target that way?
Thanks
Thank you so much! I put tutorial information at the very bottom, since that stays the same all year. You could include your email or school phone number for parents to reference. When I taught 6th grade, I offered a few bonus points for parent signatures. By 8th grade, it became optional or could just be used for a student who was struggling. Have a great year!
I just downloaded your 6th grade bundle. I am so excited! I wanted to know how you implement your HW. I notice that there are HW assignments that match up with the student handouts, as well as the 120 day HW set. Can you explain how you used each resource as HW.
Hi Nicol! The homework that goes with each unit is aligned to the lesson and would be my go to choice. The 120 day set could really be used in any capacity because it is flexible and provides a spiral review. Many teachers have mentioned using it as reviews, with tutoring or small groups, and as a test prep. Hope that gives you some ideas. Feel free to email me if you have any more questions. Thanks!
These are just a few ideas of how to make the whole-class correction of homework less of a chore and more of an active challenge. The suggestions given are specifically geared to be used when correcting exercises set from a workbook or worksheet as homework but some ideas may also be used when giving feedback for tasks set in class.
Remember: students quickly tune in to the mood of their teacher. If the teacher presents homework correction as a valid and interesting part of the learning process it will be infectious and homework corrections need never be boring again!
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