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Facilitating the lesson.
Exploring the concepts with the class

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students to learn/refine/master grade level skills at their own level.

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students to learn/refine/master grade level skills at their own level.

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Shared learning is when you work with the entire group to share what your focus is for Mathematical practice for the particular lesson. It is important because it is when you are building the environment for student understanding.

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Whole group instruction

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To introduce the skill and connect skill to real life- problem solving

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To introduce the skill and connect skill to real life- problem solving

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Keep an eye on how students are doing with the grade level content during shared. Before moving into small groups assign  them a color/number on a popsicle stick that align to the accelerated/below level ect group.

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Keep an eye on how students are doing with the grade level content during shared. Before moving into small groups assign  them a color/number on a popsicle stick that align to the accelerated/below level ect group.

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Whole group, usually, but not always, at the beginning of the lesson. This is where the teacher goes into the skill for the day, reviews vocabulary, and begins evaluating which students will be in which small group. 

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Whole group, usually, but not always, at the beginning of the lesson. This is where the teacher goes into the skill for the day, reviews vocabulary, and begins evaluating which students will be in which small group. 

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Initiating the thought process and encouraging students to think critically about math concepts

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Initiating the thought process and encouraging students to think critically about math concepts

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working on skills that were taught or are at their level of learning

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working on skills that were taught or are at their level of learning

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Engaging the concept - manipulatives, group/partner work, discussion

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Teach the skill and introduce the objectives for the day

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Teach the skill and introduce the objectives for the day

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Time for students to practice and master skills that were previously taught or are being taught

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Time for students to practice and master skills that were previously taught or are being taught

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Actively participating, working together to solve grade level problems, and productive struggle

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Actively participating, working together to solve grade level problems, and productive struggle

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based off daily assessments what do students need help with or enrichment with

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based off daily assessments what do students need help with or enrichment with

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Instructing a small group of students based on their individual needs. Allow students to explore and problem solve as a group

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Instructing a small group of students based on their individual needs. Allow students to explore and problem solve as a group

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participating in meaningful discussions and problem solving

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participating in meaningful discussions and problem solving

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Providing direct instruction, facilitating partner work, doing quick informal assessments to see which kids get the skill vs. which need additional help

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Providing direct instruction, facilitating partner work, doing quick informal assessments to see which kids get the skill vs. which need additional help

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teaching and helping students master skills at their level 

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teaching and helping students master skills at their level 

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Guiding students and presenting grade level content

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Guiding students and presenting grade level content

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Meeting the individual needs of the students. Differentiated instruction

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Meeting the individual needs of the students. Differentiated instruction

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Teachers are promoting collaboration & problem solving.

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Dreambox, working on skills that were previously taught

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Dreambox, working on skills that were previously taught

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Working with a partner, discussing the problem/skill, practicing

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Working with a partner, discussing the problem/skill, practicing

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To meet each student's need where they are

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To meet each student's need where they are

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Risk-taking, productive struggle, & perseverance

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Give one or two "quick check" problems and observe which students seem to understand, note how they solve the problems (a standard algorithm or an "outside the box" strategy)

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Give one or two "quick check" problems and observe which students seem to understand, note how they solve the problems (a standard algorithm or an "outside the box" strategy)

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Providing scaffolded instruction based on the group

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Providing scaffolded instruction based on the group

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Engaging students in ongoing practice

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Independent/Partner work, may do when finished

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Independent/Partner work, may do when finished