Is It Justified

Mathematics Argumentation Activity

Overview
In Is It Justified, students are first asked to make an
argumentative justification for their solution to a math problem.
Next they are asked to critique three other argumentative
justifications, created by the instructor in advance, such that one of
the three is fully valid and the other two are flawed, though in
different ways. Finally, students are asked to collaborate in a group
to arrive at their strongest critiques to then share back with the
class, in engagement with the other three groups.
Is It Justified is adaptable and applicable to courses and levels
across 6th 12th grade mathematics.
Method
This activity is designed to take one 50-minute class period, though
it could take up to 1 class periods, depending on the length of
time spent on the discussion portions.
1.
The instructor should first select a math problem that will be
the focal point of this argumentation activity. She should plug that
problem into the Is it Justified worksheet template.
2.
The instructor next needs to create three argumentative
justifications, beginning with the same argumentative claim (i.e.,
the answer), but differentiated in that one of the three should be
fully valid, the other two should be flawed, though in different

ways. It is very important that the arguments here be seemingly

balanced, rather than glaringly disparate in quality (which would
too easily tip off students as to which is the one valid one). The
instructor should then make copies of the Is It Justified worksheet
for each student in class.
3.
Just prior to the beginning of the class period the instructor
should put the problem on the board, or projector, or should
disseminate it electronically. Immediately
at the start of the period students should be asked to solve the
problem and to create an argumentative justification for their
answer.
4.
After giving enough time to complete the problem, the
instructor should then provide the solution to the problem, asking
for a show of hands as to who came to the correct solution.
Providing the solution to the problem underscores that this activity
focuses on the argumentative justification rather than the answer
itself.
5.
The instructor should then ask three students to offer up their
argumentative justifications, either orally or at the board, projector,
or on screen. The instructor should constructively critique the
argumentative justifications, highlighting the claim (the solution),
the use of evidence (the mathematics work), and the reasoning (the
connection between the math work and the claim often times, this
means the criteria that must be met for the solution to the problem
to be true) in the best argumentative justifications. The instructor
should also point out weaknesses or flaws in the argumentative
justifications, where they exist.
6.
Next, the Is It Justified worksheets should be distributed.
Students should by themselves have to critique the argumentative
justifications made for each of the three solutions to the problem,
explaining how they would refute the two flawed arguments.

7.
After giving sufficient time to complete the worksheet, the
instructor should tell the students to go to the corner of the room
that represents the student whose argumentative justification they
believe is valid. Some instructors like to make up small signs for
Student A, B, and C and place them in three corners.
8.
When in their chosen corner, students should be told to
collaborate to arrive at their strongest collective defense of their
students argument, and strongest critique of the other two
students arguments.
9.
Next comes the critique exchange, moderated by the
instructor. She should ask each group to defend their students
argumentative justification, one by one. Then the instructor should
ask a group to refute another groups argument, in turn giving that
group an opportunity to respond to or rebut the counter-arguments.
This should continue, with the instructor moderating and at times
evaluating competing argumentation, until there emerges a single
valid argumentative justification for the solution to the problem.
10. Students can be tracked for their oral participation, using the
Argument-Centered Education Accountable Talk Tracker. They
should turn in their Is It Justified worksheet at the end of the class
period for formative assessment purposes.
Thanks to Laura Frcka (ldgiglio@cps.edu), CPS Math Department
Chair, for her contributions to this activity.