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Give students a choice when showing work

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Give students a choice when showing work

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Have them choose either even or odd numbers to show their work on, build from there.

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Using fraction strips to compare fractions--- show have 1/2 then is equal to 2/4

Can then apply to simply addition and subtraction problems as well as multiplication and division.

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On their formatives, write "Does my answer make sense?" at the bottom of the page. Have them write in words WHY their answer makes sense or have them orally explain it to you or a friend.

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On their formatives, write "Does my answer make sense?" at the bottom of the page. Have them write in words WHY their answer makes sense or have them orally explain it to you or a friend.

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Play matching game for simplifying fractions.

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If a student is having trouble with the steps, have them explain it to you and you write down the steps in numeric order.  

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If a student is having trouble with the steps, have them explain it to you and you write down the steps in numeric order.  

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Authentic Experiences-add on to what you have done

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Authentic Experiences-add on to what you have done

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Store where they can buy things.
Making slime to "sell", etc.

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Using the tiles to show having more than one--- How many 1s can I pull out?
8/3 = 3/3 + 3/3 + 2/3
8/3 = 1 + 1 + 2/3

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When they have completed a problem, have them orally explain it to you.  (to show their work)  

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When they have completed a problem, have them orally explain it to you.  (to show their work)  

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Have them work with partners to show their work. One student talks and the other writes down what they say.  Then, change roles. 

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Have them work with partners to show their work. One student talks and the other writes down what they say.  Then, change roles. 

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What would happen if I had 2 wholes?  How many 1/4 slices would I have?

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Look at each fraction below. How are these fractions similar? How are they different?

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Reward the students with visuals on their papers when they show their work such as stickers

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Reward the students with visuals on their papers when they show their work such as stickers

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Rebrand "Show Your Work" for kids who do not like to show their work.
Ask, "What does it mean when a mathematician shows their work?"
"How do you document your mathematical thinking?"
"How do you interact with math problems?"
Perhaps breaking the process down can help a few friends think about why this work is necessary

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For our friends who don't want to show their work:

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For our friends who don't want to show their work:

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Have them verbally explain their process and ask guiding questions. They can also make a video where they explain the process. Having them write down their work is optimal but the conversations are a step in the right direction.

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Create a double number line with decimals and fractions---so the equivalence between the two
0             .25         .5           .75         1
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0              1/4       1/2        3/4         1