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What do you see?
What do you think about that?
What does it make you wonder?

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This routine allows for students to observe and interpret their personal thoughts. This is often used for student inquiry.

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CCSS.MATH.CONTENT.8.G.C.9 -Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

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ISTE*S.5.C - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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How many Coke bottles were used to fill up this pool?

Students will first watch the video at the beginning of a geometry unit on volume of 3D objects. Students will use Cacoo to create a concept map about what they see, think, and wonder about the pool. They will write questions about what they need to know in order to solve the problem.

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Harvard Project Zero. (n.d.). See Think Wonder. Retrieved March 22, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html

Myer, D. (2016, December 13). Coca Cola Pool - 101qs. Retrieved March 22, 2018, from http://www.101qs.com/3896

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Generate a list of ideas and initial thoughts that come to mind when you think about this particular topic/issue.

Sort your ideas according to how central or tangential they are.  Place central ideas near the center and more tangential ideas toward the outside of the page.

Connect your ideas by drawing connecting lines between ideas that have something in common.  Explain and write in a short sentence how the ideas are connected.

Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas.

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This routine allows students to think about their prior knowledge and make connections to new knowledge.

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CCSS.MATH.CONTENT.5.NF.B.4 - Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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ISTE*S.5.C - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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Students will use Cacoo to write a concept map about everything they know about multiplying and dividing fractions. They will also include what they know about multiplying mixed numbers.

They will use the concept map to make connections between mutliplying and dividing fractions to help generate ideas about how they will use what they know about multiplying mixed numbers to divide mixed numbers.

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Harvard Project Zero. (n.d.). Generate, Sort, Connect, Elaborate. Retrieved March 22, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/GSCE/GSCE_Routine.html

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This routine helps students describe what they see or know and asks them to build explanations. It promotes evidential reasoning (evidence-based reasoning) and because it invites students to share their interpretations, it encourages students to understand alternatives and multiple perspectives.

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TNDOE.8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.

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ISTE*S.6.B -
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Students will use Explain Everything to create a whiteboard video solving a problem, and showing the relationship between the Pythagorean Theorem and its converse.

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Harvard Project Zero. (n.d.). What Makes You Say That?. Retrieved March 22, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/WhatMakes/WhatMakes_Routine.html

TNDOE. (n.d.). TNDOE Math Standards [PDF]. Retrieved March 22, 2018, from https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/meetingfiles/8-25-17_III_C_Standards_Revision_Attachment_1_-_Math.pdf