https://padlet.com/utk12dana/Connect2 1) Select the student work that you feel would best represent the strategies that would help build understanding of the math. 2) Sequence the selected student work in the order that your group determines would best help the students make sense of the math. 3) Describe how you would make connections between the students’ strategies and how you would connect the work to the learning goal. en-us 2020-06-26 21:51:42 UTC 2025-12-20 07:25:21 UTC hello@padlet.com utk12dana https://padlet.com/utk12dana/Connect2/wish/641409318 2020-06-26 21:51:42 UTC https://padlet.com/utk12dana/Connect2/wish/641409318 utk12dana https://padlet.com/utk12dana/Connect2/wish/641409319 2020-06-26 21:51:42 UTC https://padlet.com/utk12dana/Connect2/wish/641409319 utk12dana https://padlet.com/utk12dana/Connect2/wish/641409320 2020-06-26 21:51:42 UTC https://padlet.com/utk12dana/Connect2/wish/641409320 utk12dana https://padlet.com/utk12dana/Connect2/wish/641409321 2020-06-26 21:51:42 UTC https://padlet.com/utk12dana/Connect2/wish/641409321 stephaniestpierre https://padlet.com/utk12dana/Connect2/wish/1000443506 -Comparing this work to Student B, they also multiplied both sides by the number 6.  Where was the error in their thinking?
-If the student would have written the question correctly (w/o distributive property) would he/she arrive at the correct answer?]]> 2020-12-08 23:54:47 UTC https://padlet.com/utk12dana/Connect2/wish/1000443506 glendamora https://padlet.com/utk12dana/Connect2/wish/1000444689 Is this correct?
Is there a more efficient plan of attack (less steps) we can use to distribute once in the beginning instead of the 3 then the 2 further down?]]> 2020-12-08 23:55:24 UTC https://padlet.com/utk12dana/Connect2/wish/1000444689 glendamora https://padlet.com/utk12dana/Connect2/wish/1000445615 We have the same answer (which is correct) where they used a method to multiply all the fractions out in one step.  How did they know to multiply by 6 to get rid of the halves and thirds?
How would this student "check" their work? ]]> 2020-12-08 23:55:54 UTC https://padlet.com/utk12dana/Connect2/wish/1000445615 stephaniestpierre https://padlet.com/utk12dana/Connect2/wish/1000447651 -When the student multiplied the equation by 3, where was the error in his/her thinking?
-What does "canceling out" mean in this equation?  Why did it not work?
-If the student would have worked it out by multiplying the equation by 3 and didn't "cancel" out the numerator 3 in 3/2, his/her answer would connect to Student C because they would have to multiply the equation by 3 and then by 2.]]> 2020-12-08 23:57:04 UTC https://padlet.com/utk12dana/Connect2/wish/1000447651