A. activities B. impression C. depending D. participate E. recently
F. sports G. aware H. suspended I. claimed J. pretty K. clear
It was 37 that students did not write details of how they arrived at their answers or conclusions. I decided to help students write in more detail about what they were thinking when they solved their problems or when they wrote about their ideas.
I chose a common, everyday task that all of us 38 in: choosing what to wear. When I asked them how they decided what they wore that day, there was a(n) 39 moment of silence. It seemed a 40 silly question. A few just said “they wore what they wore.” This was a perfect beginning as it was the same kind of response they were giving as to how they were getting their math answers. I told them how I decided what I wore that day.
First I checked the weather in the paper and by looking outside. I had to decide between wearing a dress or skirt since either one could make a difference in the 41 I wish to give. Most of the girls related to this one. I had to be sure what I wanted to wear was clean and ironed. They 42 no one ironed clothes any more. I had to check to see if I had shoes that went with the possible outfit. I thought about what I had worn 43 as I usually don’t wear the same clothes in the same week. I thought about the color I felt like wearing. I thought about the 44 I would be doing that day both at school and after school.
Each new consideration brought out comments from the students. I could expand on each or just mention it and go on, 45 on how long I wanted the lesson to go. After this discussion, it was clear to students that their thinking process is richer than they first suspected. It was a good lesson for showing details of the thinking process of which we weren’t 46 .