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I might even limit it to two

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They would be encouraged to create as many as possible and have the patterns logged in our math journals

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First I would definitely give them time to explore the rods

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I would adapt the activity by starting with smaller numbers and eventually working our way up

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I would adapt the activity by starting with smaller numbers and eventually working our way up

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For lower grade levels you would use smaller numbers. If a student was struggling too much, use a smaller number

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For lower grade levels you would use smaller numbers. If a student was struggling too much, use a smaller number

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Our math program focuses on math facts in a specific pattern, so I would use these when we introduced new facts.
If a student was struggling, I would give them a digit to start with and let them figure out the partner.  Once they had that piece, I would have them find the others.

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One idea is to possible give the students a math question that they can work on in their free time during the day and then give them time at the beginning of the math lesson. We are so limited on time. I'm wondering about my ability to ask the right questions to foster constructive struggling and not frustration or giving them too much.

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One idea is to possible give the students a math question that they can work on in their free time during the day and then give them time at the beginning of the math lesson. We are so limited on time. I'm wondering about my ability to ask the right questions to foster constructive struggling and not frustration or giving them too much.

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I agree with Foster, many times we (I included) do not give students or children an opportunity to struggle without coming in for the rescue. The key is to find the "right" balance of support without causing frustration, but also not doing the work for our students.

I have to practice being the floating tube and not the life guard. Meaning, I shouldn't rescue my students by providing hints or even questions that lead to the right conclusion. Rather, I should work on helping them find the tools that will help them reach their goal.

But, my big wonder, is how do I engineer the "right" questions while still supporting a vast variety of skill levels within the classroom?

I know that knowing my students will be paramount to knowing when each child has almost reached their frustration threshold. I will need to create an environment that will encourage my students constructively struggle and persevere, this will take a great balance and practice on my part.
(Martha)

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The winner is in white. (Martha)

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Asynchronous Task Session 8 (1) Cohort 3