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Fraction manipulatives
Actual measuring cups

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I would hope to see students with measuring cups

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I would hope to see students with measuring cups

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I would expect to see the teacher walking around the room, taking notes...capturing academic language being used, misconceptions and the effectiveness of students' discourse.

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Clearing up the math and non-math vocabulary

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References to previous learning on anchor charts.
An example

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Modeling by the teacher

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Teacher modeling 3 read protocol to unlock the prompt

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Teacher modeling 3 read protocol to unlock the prompt

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Alignment with standard posted and stated

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Alignment with standard posted and stated

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walking around to monitor scholars as they discuss and work on the problem

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walking around to monitor scholars as they discuss and work on the problem

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offering a range of tools for students to choose from

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offering a range of tools for students to choose from

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Questioning and pushing students thinking

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Questioning and pushing students thinking

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Discussion regarding parts of a whole

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Student Moves: Utilizing the visual models to demonstrate equivalent amounts of 1/4: 1 whole.

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Student Moves: Utilizing the visual models to demonstrate equivalent amounts of 1/4: 1 whole.

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Teacher move: Facilitating via questioning techniques.

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Modeling, asking why, how do you know, what if, and pushing for reasoning justifictaion.

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Clarifying misconceptions

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Drawing a picture of quarter cups. Using a conversion chart. Using measuring cups.

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Drawing a picture of quarter cups. Using a conversion chart. Using measuring cups.

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Student interaction and discussion of the problem.

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Student interaction and discussion of the problem.

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Going around to various groups and asking questions regarding thinking.
Helping a student one on one who may be struggling

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Modeling - preparation of manipulatives. Questioning and anecdotal notes being taken

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Modeling - preparation of manipulatives. Questioning and anecdotal notes being taken

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Use of manipulatives and teacher modeling

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Use of manipulatives and teacher modeling

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Students drawing

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Group discussions

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pictures

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Would be cool for the class to make the actual dish to enjoy

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Would be cool for the class to make the actual dish to enjoy

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I hope to see students using visuals, with manipulative tools as aids. I hope to see all students writing, as they converse with each other.

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Revisiting prerequisite skills, circulating the room, asking questions, supporting small groups

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Revisiting prerequisite skills, circulating the room, asking questions, supporting small groups

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Teachers modeling - visual representation of measuring cups

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Teachers modeling - visual representation of measuring cups

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Providing the conversion chart and manipulatives.

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Providing the conversion chart and manipulatives.

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Conversations, questions, drawings, words of encouragement

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Using the 3 read protocol to unpack the problem

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Using the 3 read protocol to unpack the problem

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Mistakes, attempts, retries, explanations, conversation of why and how we know and new ways to try.

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Repeated addition to multiplication

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giving feedback and monitoring student work

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giving feedback and monitoring student work

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A visual representation on the students desk or someplace accessible

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Teachers should have lesson lookfors that they are using as a formative assessment tool to facilitate student learning. They might also be asking probing, prompting, assessing, and advancing questions.

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Trying multiple ways to solve the problem.  Using the CUBES strategy to unlock the prompt.
Draw models.  Being able to give written and verbal explanation of answer and steps taken to get there

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Walking and listening to math discourse.

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Using actual measuring cups to see how many 1/4 go in to the full cup

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Using actual measuring cups to see how many 1/4 go in to the full cup

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Fraction tiles (manipulatives)
Modeling
Opportunities for collaboration

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teacher prompting students to share their thinking and process; capturing data to use later (groups or re-engagement)

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teacher prompting students to share their thinking and process; capturing data to use later (groups or re-engagement)

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Sharing/capturing students' thinking & asking probing questions

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Sharing/capturing students' thinking & asking probing questions

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The use of manipulatives, use of math vocabulary words, explicit modeling, active student engagement

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Students having a conversation with their teammates to clarify their understanding.

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Students having a conversation with their teammates to clarify their understanding.

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Student making models and having conversations with each other about what is being shared. 

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Student making models and having conversations with each other about what is being shared. 