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8. Elicit and use evidence of student thinking

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8. Elicit and use evidence of student thinking

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I conducted a diagnostic interview where I asked the student a variety of questions. By observing the student completing the survey, I was able to see how the student thinks about the problems. He struggled with counting past 50. He took time to think about what number came after 59,69,79,89 and once he said 90, he skipped to 100. Having knowledge of students thinking can help teachers develop lessons and activities that would benefit the individual student.

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7. Support productive struggle in learning mathematics

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7. Support productive struggle in learning mathematics

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Student's mistakes can be used as a learning experience. Working through difficult/confusing problems can help students work through what they did and make sense of it. Teachers can use errors as an opportunity to increase mathematical thinking. Troubleshoot and revise is an excellent strategy that takes student's struggles and makes them a productive part of mathematics.

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6. Build procedural fluency from conceptual understanding

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6. Build procedural fluency from conceptual understanding

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For my artifact, I included a picture of me at NWES basic skills. The activity we were playing was ISpy. One student says a number such as 12, the other student uses the cards to find two cards that would have the sum or difference. Conducting basic skills activities promotes procedural fluency from conceptual understanding, problem solving, and strategic reasoning. It is very important for students to have knowledge of these procedures and when they should be used.

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For a What's Best and Why? discussion, the goal is to figure out one or two ways you can best solve a certain problem. Student's are asked to analyze situations and decide on the effectiveness of the certain strategies. Teachers should pose purposeful questions to get students brainstorming on the best way to solve a problem. Multiple talk moves can be used during this time as well. When asking these questions, the teacher should provide wait time to allow student thinking. Also, revoicing and reasoning to help student that are struggling.

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4. Facilitate meaning mathematical discourse

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4. Facilitate meaning mathematical discourse

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I have attatched my math talk for this principle. I asked the students to identify which shape did not belong among a group of shapes. I began by reviewing which shapes were on the board. When I selected a student to tell me which shape they think doesn't belong, I asked them to explain their answer. I used other talk moves such as revoicing, wait time, and adding on.  This relates to the principle because I required student to use verbal discourse when explaining their answer.

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3. Use and connect mathematical representation

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3. Use and connect mathematical representation

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When conducting a Compare and Connect discussion, mathematical strategies are compared and connected. In the first example of this, Mr. Delgado's class discussed the different ways you can solve 7+5. During the Compare and Connect discussion, he focused on two of those ways; counting on by ones and counting on bybigger increments to make ten. The students then compared the two strategies.

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2. Implement tasks that promote reasoning and problem solving

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2. Implement tasks that promote reasoning and problem solving

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When conducting my math talk, I wanted students to identify which shape did not belong in a group of shapes. I asked students to explain their reasoning for their answer. I made sure the activity that I chose for my math talk promoted problem solving and that I prompted students to provide reasoning for their answers.

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1. Establish mathematic goals to focus learning

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1. Establish mathematic goals to focus learning

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I have attached my community lesson plan which includes the objectives, standards, and the assessment. I had my students identify shapes, classify them, and count how many shapes were in a group. The students created shape pizzas for Pizza Hut by glueing on cut outs of squares, rectangles, triangles, and circles. I asked the students to count how many of each shape they had and complete a sentence using that information. I set achieveable goals and assess the students on the objectives I stated in my lesson plan.  I accomplished this by completing a checklist (included in lesson).