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Collaboration was key - the math conversations, getting kids to think deeper and analyze their work.  I carried this over to a math review on equivalent fractions as a way to review for their test.  Got them to "see" the many ways to solve a problem.

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Collaboration was key - the math conversations, getting kids to think deeper and analyze their work.  I carried this over to a math review on equivalent fractions as a way to review for their test.  Got them to "see" the many ways to solve a problem.

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The problem was a great example of what they need to see and practice. The collaboration was fantastic, and the productive struggle was a great assessment opportunity. Students being able to see that there was more than one way was beneficial. Sharing thinking was a great help to those who struggled.

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I liked the problem that was chosen. It was deep enough to require some struggle. 

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I liked the problem that was chosen. It was deep enough to require some struggle. 

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Incidentally, I actually remember the struggle with the problem during PSSAs.

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I liked the movement, and the idea of starting with partners, who then created groups of 4. With more training/ experience, having partners who "get it" teaching kids who "don't" could be a fun, powerful tool

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The different groupings and then going back to your original partner. Matching up students with similar abilities to work together and support each other. 

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The different groupings and then going back to your original partner. Matching up students with similar abilities to work together and support each other. 

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Kids working together was definitely helpful in them recognizing errors/issues. Helped for them to hear it from a peer not always an adult.

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The lesson worked perfectly as a model for problem solving with Part ABC. Follow up with similar problem to do on your own was the next step. I could see who really got the idea and who needed more practice/support. 

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The lesson worked perfectly as a model for problem solving with Part ABC. Follow up with similar problem to do on your own was the next step. I could see who really got the idea and who needed more practice/support. 

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I liked how they created posters with markers

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I liked how they created posters with markers

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Loved the collaboration and during times of difficulty they were able to work with a peer to problem solve. I felt the time to reflect and compare with other teams was another opportunity to learn.

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Excellent time management...from a student teacher's point of view :)

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I liked how the students were able to work with partners and then work with groups.

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Taking time to reflect on the various ways to solve a math problem same/different

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I liked how students were grouped strategically and heterogeneously so that everyone had something to contribute to the discussion. I also liked how partners could clarify their understanding with another group in order to feel more confident when publishing their work on chart paper. This was a perfect problem to promote productive struggle. Finally, it was great to see the kids analyzing others' work, looking for similarities and differences in their math strategies.