A fifth-grade teacher writes the problem 56 ⋅12 on the board. Students begin to solve the problem mentally, and as each student finds a solution, he or she signals the teacher with a thumbs-up signal. When almost every student has given a thumbs-up signal, the teacher has the following dialogue with a student. Teacher: "Billy, what answer did you come up with?" Billy: "792." Teacher: "Great job, Billy! That is the correct answer. Raise your hand if you found 792 to be the product, like Billy." Almost every student in the class raised a hand. The teacher writes the next problem on the board. Which instructional adjustments can the teacher make to best assess all of the students' understanding of multiplying two-digit numbers?

Question

Braden Davenport

Mathematics

17 March, 06:09

A fifth-grade teacher writes the problem 56 ⋅12 on the board. Students begin to solve the problem mentally, and as each student finds a solution, he or she signals the teacher with a thumbs-up signal. When almost every student has given a thumbs-up signal, the teacher has the following dialogue with a student. Teacher: "Billy, what answer did you come up with?" Billy: "792." Teacher: "Great job, Billy! That is the correct answer. Raise your hand if you found 792 to be the product, like Billy." Almost every student in the class raised a hand. The teacher writes the next problem on the board. Which instructional adjustments can the teacher make to best assess all of the students' understanding of multiplying two-digit numbers?

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Denisse Horn · Answer 1

Ask multiple students what their answers are before revealing the correct one and after the correct answer is revealed ask each student that got it wrong how they got their answer