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working with teachers to use both resources within a lesson

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working with teachers to use both resources within a lesson

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becoming comfortable and familiar with Schoology

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Entry point to solve the problem with explanation

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Utilizing technology and print in lessons.

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Utilizing technology and print in lessons.

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Identifying appropriate properties on paper, then on pinch cards, and finally error anaylysis.

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working in differentiated groups and discussing and analyzing common errors

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working in differentiated groups and discussing and analyzing common errors

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Using math vocabulary to justify response

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Using math vocabulary to justify response

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Perseverance when problem solving.  Attention to detail when deciding the best property to pick.

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Make sense of problems andpersevere in solving them.

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Make sense of problems andpersevere in solving them.

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Sharing multiple methods of data collection as well as how schoology can be used to help collect the data or to increase student engagement.

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We used manipulatives and online discussion boards to discuss strategies.

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Teachers engaged in responsive teaching and used data to place students into groups.

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Incorporate using the discussion feed in order to analyze answers of other students.

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Incorporate using the discussion feed in order to analyze answers of other students.

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Students worked together correctly identifying the order of the problem and linking them with the appropriate step being used.

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Students worked together correctly identifying the order of the problem and linking them with the appropriate step being used.

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All of the 8 practices were used throughout the entire lesson but persevere was abundant.

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Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. 

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Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. 

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I want to use the discussion feeds as both openers and closures to my lessons to show student reflection. I also want to use schoology pages to motivate my students via interactive drills!

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Students worked together using the paper slips to organize the appropriate steps while also reflecting on schoology.

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Students needed to critique the reasoning of others while also making justifications for their own choices.

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Students had to apply SMP 3 since they could justify which property was used at each step

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Students had to apply SMP 3 since they could justify which property was used at each step

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Reason abstractly and quantitatively, attend to precision

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Make sense of structure and critique reasoning of others

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Make sense of structure and critique reasoning of others

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Students had to organize and recognize the process/structure of solving multi-step equations as well as use error analysis.

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The discussion of the properties and the discussion of the errors had students making arguments about the mathematics and the properties.

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Students were constructing viable arguments when it comes to the group activities and posting to the discussion.
Students were making sense of problems.

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Create a structured environment with a routine so that students know what to expect when they walk into the classroom. 

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Create a structured environment with a routine so that students know what to expect when they walk into the classroom. 

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Students worked together to complete the activity, after reading the directions at the table and were able to check their own answers. With the extension activity they were able to show what they learned.

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activities

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Discussion board and further formative assessment as needed. 

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Discussion board and further formative assessment as needed. 

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More writing/discussion

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small group, collaborative work w/ peers, online reflection

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small group, collaborative work w/ peers, online reflection

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Collaborative planning
Strategic planning
PD

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continuing conversation about what it is - and then showing how teachers are already doing this and encouraging them to continue their work.

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The students were not taught how to solve the problem, they collaborated to complete the lesson. The teacher left clear instructions on the table. They were then given an extension, it was student driven so the teacher could monitor each group. 

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The students were not taught how to solve the problem, they collaborated to complete the lesson. The teacher left clear instructions on the table. They were then given an extension, it was student driven so the teacher could monitor each group. 

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SMP 3: construct viable arguments and critique the reasoning of others. 

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SMP 3: construct viable arguments and critique the reasoning of others. 

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the equation was already solved, we had to order the steps and justify the step w/ the appropriate property used

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For the blended learning, a cooperative group was formed. The activity was tactile and required discussion.

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Students may look online for model equations of the steps/ justification if they did not know the justifications prior

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Teachers used data to construct groups students were in and continued to assess during activity

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Teachers used data to construct groups students were in and continued to assess during activity

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This lesson had evidence of SMP 3 in it as the students would have had to communicate as a group to justify their reasoning for labeling each step of simplifying the equation. Additionally, SMP 6 was evident as the students had to correctly identify and communicate the properties applied.

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The standards were available for students as a reference sheet with application examples.

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using out PLC and common planning time to create blended learning activities. We have some teachers who are really great with the tech and some that are much more hesitant. 

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using out PLC and common planning time to create blended learning activities. We have some teachers who are really great with the tech and some that are much more hesitant. 

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Students had to attend to precision by communicating with other students in the group

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Students had to attend to precision by communicating with other students in the group

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The Schoology discussion helped students clarify thoughts before responding to others.

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Had to work cooperatively and had discussions within the groups to justify our thoughts.  

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Had to work cooperatively and had discussions within the groups to justify our thoughts.  

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Student had to make sense of the problem and justify reasoning. 

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Student had to make sense of the problem and justify reasoning. 

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1 Make sense of problems and persevere in solving them.

7 Look for and make use of structure.

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Viable arguments and critique the reasoning of others

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The first lesson seed "Make sense of problems and persevere in solving them," describes some of the process of error analysis. Students - to find an error - have to make sense of the problem, which can help identify where things went wrong. Then students (especially in groups) can work together to persevere in solving whatever issue is given.

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SMP 3 was really predominant here. For the matching activity, students had to discuss with each other the reasoning for choosing the order of the steps and the justifications for the steps. In the error analysis, it was also critiquing the reasoning of others.

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Students had to make sense of the problem , reason, model.

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Students had to make sense of the problem , reason, model.