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For my launch, the wording was a bit "weird" and was open for two different interpretations. As a result, it was a challenge to come to a classroom consensus and then going forth (will attach picture of the table graph).

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Many students knew several ways to find the answer to the multiplication problem, such as repeated addition, regular way to multiply, or using distributive property to calculate.

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Many students knew several ways to find the answer to the multiplication problem, such as repeated addition, regular way to multiply, or using distributive property to calculate.

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I used this as a model for students. Having done some thinking for the launch, they could now apply that to their own projects. Students noticed the connection.

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So mine was less about the math thinking and more about generating interest.

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I was able to see what strategies the students were most comfortable with

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A lot of students had a conceptual understanding that we could use to write a definition for "circle." Some students knew the circle vocabulary and could define it, while others were not familiar with it. Lots of students are thinking about area (of circles) as a rectangle (a x b)

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So my launch generated little in terms of math reasoning, but that was on purpose. I actually didn't want to give anything away about what sorts of math reasoning could be used on this task, but I wanted the launch just to serve the purpose of clarifying our understanding about the context of the problem (kids needed to now how tug of war works, what acrobats are) and to generate interest in solving the problem. And honestly just to be fun. Students seemed to think the picture was funny and were debating about who would win and it allowed students who often don't participate when it's immediately about math to share their ideas and get involved in the discussion.

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Students had different ways of answering the questions.  Some methods were not correct, but many methods worked. One student had a misconception about how percents relate to an increase or decrease of a number

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I was surprised at how many different ideas students were able to produce with the open-ended prompt. On my own, I could think of 4 or 5 ideas; for the class collectively, 20 was easy.

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students actually really enjoyed using the Problem Solving template that the Algebra team crafted and revised. It really helped students see the importance of slowing down to make sure they understand the entire problem before attempting to solve.

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Similar strategies were used across all 4 classes.

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Similar strategies were used across all 4 classes.

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Yesenia: launch was to give graph of tangent function before they had seen it. Asymptotes were drawn in. For many students, they couldn't tell where the x or y axis was. Unit circle didn't come up. Thought they would see the connection. More misconceptions that I thought.

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Yesenia: launch was to give graph of tangent function before they had seen it. Asymptotes were drawn in. For many students, they couldn't tell where the x or y axis was. Unit circle didn't come up. Thought they would see the connection. More misconceptions that I thought.

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I was expecting to see two main strategies to solve our prompt (unit rate vs least common multiple). One would involve dividing decimals and the other would require multiplying decimals, and I was surprised to see most students chose to divide decimals to find the unit rate. They felt that although the math was more difficult, that strategy was easier to understand

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Built on that previous knowledge to introduce the new strategy to solve the same problem, in a different way, which might help solving the problem easier, for some students.

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Built on that previous knowledge to introduce the new strategy to solve the same problem, in a different way, which might help solving the problem easier, for some students.

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I don't necessarily think anything was necessarily wrong with the prompt, but I do think my students need more practice with this type of open-ended launch. I made it a bit competitive (Period 1 only gave me 5 things. Let's beat them!), so later periods generated more.

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Nothing was too surprising! In every single class, someone proposed the wondering "who will win?" which led us into the question we were trying to answer and students also shared that to solve that, they would need to know things like *Who is stronger *Who weighs more

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What was a little  bit surprising was that some students used a method of finding 1% of a number, which helped them to find the exact or approximate % of the number.

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It was an all-access hook that validated all perspectives.

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It was an all-access hook that validated all perspectives.

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For WODB, I was able to pinpoint how my students thought about triangles. Unfortunately, some did not go very deep, but I think using it earlier would have been useful!

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students were able to make connections back to the notice and wonder in the next few lessons. specifically around asymptotes and what they meant.

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students were able to make connections back to the notice and wonder in the next few lessons. specifically around asymptotes and what they meant.

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Take out proposed values - leave more open-ended.

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Take out proposed values - leave more open-ended.

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Mine was more of a formative assessment for what kids already knew about characteristics

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I was able to use the idea of approximating percentages to check whether an answer made sense.

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Students were able to use each other's feedback to make edits to their own work

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Students found a common number among the vertices and I wasn't expecting that.

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Not open-ended enough

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Connect it to the open-ended nature of the open response on the SBAC