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I can solve problems without giving up!

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9/6/14

choice was the most important thing b/c student was in control but i'm not sure how that work in class since i usually have an agenda

i'm not sure my students would persevere

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The element of choice in what problem to solve

helped our group to persevere in solving it; collaboration

and groupwork helped us a lot when we were "stuck"

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9/6/14

We found a solution that was done through multiple ways. If we couldn't find the solution, we kept trying by trial and error.

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Just like students, we are all at different levels of learning. However, we could all attempt and work at the problems through different strategies. Problems like these make it easier for students to feel like they can all do it and persevere!

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Students will persevere through difficult problems when provided with the freedom to explore problems. It could create an inquiry based classroom with students who persist rather than wait for a provided procedure. (... but this is easier said than done.)

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We demonstrated perseverance when we were asked "How do you know you are correct? We went back to the problem to ensure that there were no other possible solutions.

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the level of difficulty allows students to use thier prior knowledge and extend their current content knowlege. It takes what we learned in the classroom and apply.

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trial and error; persevere

no definition of optimization was given but we worked to make sense of it ourselves.

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9/6/14

We used MP1 by collaborating with our small group

colleagues to integrate our knowledge of the particular

question and to build on the conversations we were having.

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9/6/14

MP #1 Working collaboratively on the problems helps us to make

sense of problems in a safe environment

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I liked the rigor of the problems which caused me to actually think about the problems and come up with answers.

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Students should practice persevering through math problems just as they persevere through life problems.

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9/6/14

The problem was fun, made persevering easier.

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9/6/14

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9/6/14

I think it's important to give students parameters for their discussion. I teach middle school and I know that if I just gave them a problem and told them to solve it without any specific guidance, they would have a hard time staying interested and/or on task.

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9/6/14

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By giving students the problems without much explanation they are forced to think it through themselves and talk about what the problem is asking

and how it might be solved. Students will be more creative solving problems.

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9/6/14

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9/6/14

Sharing collaboratively our solutions in groups helped us persevere through solving the various problems that were given to us. Sometimes it helps to have others to bounce ideas off of because of the difficulty of the problem.

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9/6/14

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9/6/14

In our group we discussed the problems, looked for solutions, tried to determine if there were more solutions, and if so, tried to find those solutions.

In some problems, the solutions were not that easy. We looked at the obvious ways of solving the problems but did not see the beyond the obvious although we thought we had looked at various solutions (eg., the path problem with 4 points.)