My original copy of my students work did not show up very well on my phone. The image here is the worksheet that my students were working on. One student in particular that stuck out to me was one of the many students that filled out the blank spaces from adding the two numbers together. For example, for row A his answers were 7, 14, and 10. He continued this pattern throughout his entire worksheet. Many of the students in the class struggled with this worksheet. They had trouble understanding the layout of the addition problem and many of them wanted to add the two numbers they saw rather that fill in the blank.
I had to walk around the classroom and help the same students repeatedly. I kept saying " 1 + what = 6" and so on for every other problem. Some of the students caught on. I thought this particular student had caught on. However, I think he wanted to believe he was right. He is a very intelligent student, and typically does extremely well on all of his homework assignments. He does not talk like a typical second grader but much more intellectual.
The teacher allowed the students to change their answers as she went over the homework but this particular student felt that his answers were correct. Unfortunately, every single answer was wrong. Had the problem actually asked him to solve the problem by adding the two numbers listed, he would have had them correct. I am curious as to why this student did not ask questions if he was struggling with the assignment, and why he did not change his answers when given the chance to do so.
Good example of a task in light of the way you describe the student answers. Now, the question is, 1) What is the big idea of this task? 2) What does the student work you observed reveal about the nature of the students' current mathematical understanding? 3) How might you modify this task so that it invites other representations of the concept?
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