# data[].attributes.body
Careful observation of the student explorations so you can help share strategies from simplest to more complex. Teach students how to agree and disagree appropriately.

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We are the facilitators of the exploration. We need to be aware of all strategies and possible misconceptions that students may use/have. Teachers need to have guiding questions in mind to help students who need a push in the right direction.

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Kinder
Elbow partners
Help desk
Domino Discover

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Kinder
Elbow partners
Help desk
Domino Discover

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Turn and Talk
Think Pair Share
Small instructional groups/guided math groups

# data[].attributes.subject
Turn and Talk
Think Pair Share
Small instructional groups/guided math groups

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Ray Childers Kinder Team

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-Anchor charts
-Modeling of Math talk and how to ask questions.
-Providing materials needed to help remind students of how to ask questions of their peers and their thought processes to reach the solutions to the problem at hand.

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Facilitator
Manage behaviors and redirect as necessary

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Facilitator
Manage behaviors and redirect as necessary

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Having the students turn and talk with a partner about their strategies before sharing.

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Support and monitor exploration
Guide and facilitate conversation
Pose challenging questions that encourage problem solving and collaboration

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Support and monitor exploration
Guide and facilitate conversation
Pose challenging questions that encourage problem solving and collaboration

# data[].attributes.body
Ray Childers Kinder Team

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Monitor
Give Feedback through CFUs
Intervene/Expand as needed
Provide choice
HOTS

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Observe the small groups and help/facilitate struggling students

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Observe the small groups and help/facilitate struggling students

# data[].attributes.body
Be a coach/facilitator
Provide support only when needed through differentiation with small groups
Allow productive struggle

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Teachers pose questions and re-direct lesson as needed.

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Teachers pose questions and re-direct lesson as needed.

# data[].attributes.body
Pose questions that will encourage discussion. Allow students time to explore and discuss together but be aware of frustration levels and continue posing guiding/leading questions. Use manipulatives.

# data[].attributes.headline
~S collaboration
~Math Interactives
~Activities
~T Guided Groups
~Differentiation
~CFU

# data[].attributes.subject
~S collaboration
~Math Interactives
~Activities
~T Guided Groups
~Differentiation
~CFU

# data[].attributes.body
access prior knowledge. Partner students by a mixed ability level to allow exposure to ALL learners.

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Turn and talk
Lay materials out and let them explore
Pair high with low

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To facilitate, not "teach" the concept.

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GHES - K 
We would pose a question and then we would be observing the students while they are working with their group or partners or by theirselves.

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GHES - K 
We would pose a question and then we would be observing the students while they are working with their group or partners or by theirselves.

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To let them struggle a little, to let them think by themselves

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To let them struggle a little, to let them think by themselves

# data[].attributes.body
Give clear directions on the expectations of the task without giving any strategies or direct instruction. Keep instructions concise. Have students repeat or restate the desired task or turn and talk to a partner.

# data[].attributes.headline
Review prior knowledge
Play games 
Give clear directions and expectations for a new task
Use lots of manipulatives - different types

# data[].attributes.subject
Review prior knowledge
Play games 
Give clear directions and expectations for a new task
Use lots of manipulatives - different types

# data[].attributes.body
Ray Childers Kinder Team

# data[].attributes.body
Teaching how to use Math talks and questioning in math. Allow students to explore a topic with interactive games/stations while modeling when struggles are noticed.

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I can provide materials and a basic understanding of number sense. I can give clear directions .

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I can provide materials and a basic understanding of number sense. I can give clear directions .

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Turn and talk is a strategy that could be used to help facilitate student learning when discussing a math concept. Having an example for students to look at or posing a question to stimulate student thought could also be another strategy to help facilitate stimulating mathematical discussion. 

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Turn and talk is a strategy that could be used to help facilitate student learning when discussing a math concept. Having an example for students to look at or posing a question to stimulate student thought could also be another strategy to help facilitate stimulating mathematical discussion. 

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Mountain View

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small group with manipulatives being used. 

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small group with manipulatives being used. 

# data[].attributes.body
We can effectively launch tasks by introducing a problem and having a math talk with our students. Giving them a chance to sit and think about different ways to solve a problem. At the cognitive level, a lot of our students are hands on. We can allow them to go back to their groups to discuss and work out the problems while the teacher floats.

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Make sure discussion part involves movement, hands on, or group talk strategies.

# data[].attributes.body
Go over prior knowledge needed to complete the task. Go over expectations of the task. Explicit directions. Visual support

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~Facilitator
~T redirects / extends S thinking (questions)
~S collaboration

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~Facilitator
~T redirects / extends S thinking (questions)
~S collaboration

# data[].attributes.headline
We play lots of games!  This truly builds number sense in our students.  They play with and interact with numbers daily, and the competitive edge really helps them with ownership of number sense.  

Just realized this is more like an I do, we do, you do.  

Games really falls into Follow-up activities.  

# data[].attributes.subject
We play lots of games!  This truly builds number sense in our students.  They play with and interact with numbers daily, and the competitive edge really helps them with ownership of number sense.  

Just realized this is more like an I do, we do, you do.  

Games really falls into Follow-up activities.  

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MVES

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~introduce task
~review skills 
~math talk

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~introduce task
~review skills 
~math talk

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A teachers role should be to facilitate learning and monitor.

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My role as a teacher is asking HOTS questions in order for students to think outside the box and to help guide them through the lesson.

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Clear expectations and explicit directions.

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I can give manipulatives in order to follow along with the lesson to provide more visual support.

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to monitor students in a group or with a partner

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Giving clear directions/expectations, having your goal in mind when planning, & facilitating student learning.

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HOTs; intentional planning; small groups;

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"talk moves"- having the students discuss and share their strategies wit partners, small group, or whole class.

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First Grade: 
Make sure the expectations are clear, materials are ready for students. 

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First Grade: 
Make sure the expectations are clear, materials are ready for students. 

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We walk around and monitor asking HOTS questions.  Possibly have them move partners to further their understanding.  Have students share to the group how they answered their problems.  

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We walk around and monitor asking HOTS questions.  Possibly have them move partners to further their understanding.  Have students share to the group how they answered their problems.  

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The class comes together to do a math talk to discuss the different ways the problem was solved.

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The teacher's role is to circulate and help support students as needed throughout the task.

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teachers should be behind the scenes and allowing students to lead. Teacher can support, scaffold, or redirect if needed.

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short and clear instructions this should be brief

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short and clear instructions this should be brief

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Asking questions; monitoring;  redirection take note to specific strategies they can use later in the lesson; guide and prompt questions

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Introduce the task, set clear expectations, model an example of the task, and check their understanding of both the task and expectations.

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brief, clear, explicit, and
direct.

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Engage students with background knowledge or relating to a previous lesson. Use the "I-do , We-do, You-do" method. Demonstrate and set expectation for students through example.

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My role as a teacher would be to encourage them to 

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My role as a teacher would be to encourage them to 

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continue with the task completion even though they might feel as if they aren't doing something right. If that's the case then I would guide them in the right direction.

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*Provide support
*Provide manipulatives and tools to let the students work together

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Second Grade
The teachers role is to listen and guide. To listen and allow them to engage in a productive struggle. To provide support and clarification.

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Second Grade
The teachers role is to listen and guide. To listen and allow them to engage in a productive struggle. To provide support and clarification.

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My role as a teacher is to monitor the students and redirect them as needed. Teachers should ask HOTS questions and monitor discussions.

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Detailed planning will help me successfully facilitate discussions.

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Teachers should use a variety of HOTS questions to encourage student interactions. Students should be encouraged to use multiple ways to solve a given problem.

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asking questions and helping groups and individual students with tasks if students are not understanding and successful.

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asking questions and helping groups and individual students with tasks if students are not understanding and successful.

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W. A. Young
Teacher is the facilitator guiding, redirecting, and questioning throughout the lesson.

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W. A. Young
Teacher is the facilitator guiding, redirecting, and questioning throughout the lesson.

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A brief review of previously learned material with an immediate turn and talk at their tables

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To make the interaction meaningful and remove any misconceptions as we start.

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Teachers need to prompt questions well enough to encourage students to promptly evaluate the new math concept. Otherwise, misconceptions may occur.

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Throughly discuss skill and expectations for the exercise  with students. Teacher will monitor the room.

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Throughly discuss skill and expectations for the exercise  with students. Teacher will monitor the room.

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Make the launch engaging to grab the students attention from the start.

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*Provide a quick review of concept
*Ensure students understand the task/ expectations-pose questions to make sure students are clear about what to do to solve the problem
*No direct teaching

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The teacher should know the task at hand and know how to get their answer. We will know how to ask HOTs questions to help them work to finding the answer.

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The teacher should know the task at hand and know how to get their answer. We will know how to ask HOTs questions to help them work to finding the answer.

# data[].attributes.body
in discuss students' learning is showcased and teacher can facilitate or add to discussion as needed

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Second Grade
The launch task will need to be brief and largely review in nature.  Problems of the day would make great launch task.  Turn and talk would be an effective tool.  There should not be any direct teaching at this point. 

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Second Grade
The launch task will need to be brief and largely review in nature.  Problems of the day would make great launch task.  Turn and talk would be an effective tool.  There should not be any direct teaching at this point. 

# data[].attributes.body
Make the launch is meaningful (ie: a short video or hands on activity) and then focus on task.

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The teacher provides tools necessary to complete task and clear instructions. Teacher is facilitator during the review and "Launch"

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during explore you monitor and ask guiding questions

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to launch you introduce the task without too much direction but make sure expectations are clear

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Students should know what that they are supposed because they have been given clear directions and expectations.

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monitor what the students are doing and to pose questions to them to help them look for the answer and to not give up.

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Make sure the students understand the task. 

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Make sure the students understand the task. 

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List, Write, Draw

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The teacher looks for student examples that he/she can share with the class as the students go through the explore. Use HOTs to guide students as they explore and as they share their strategies.

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Using HOTs questions will help guide the mathematical discussion.

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Provide access to materials, make sure that instructions are understood, facilitate by posing questions that support task completion.

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Using guided questions and HOTS to start up discussions about problems and real life math situations and how to solve math problems.

# data[].attributes.body
Allowing students the chance to utilize HOTS Questions, manipulatives, and making sure that the content is expressed and known throughout the classroom.

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To facilitate and provide materials for the students. Can ask the students to explain their thinking as they work to CFU.

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As the teacher, you should know the task inside and out. You should know what you want student outcomes to be, so you're able to properly guide them through the use of higher-order thinking questions.

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Allow students to work while you monitor and ask questions

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Allow students to work while you monitor and ask questions

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The teacher only gives instructions and asks questions to support task exploration.

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My role as a teacher is to pose thought-provoking questions (HOTS) to help facilitate students' thinking or to guide them along in the process when they are stuck.

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To guide students, facilitate small groups, observe the students and facilitate discussions that are required higher ordered thinking.

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Ask guiding questions as needed.