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Sometimes in math students have to compare and contrast math problems and communicate their ideas.  Writing or explaining their answers using correct mathematical content.

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Sometimes in math students have to compare and contrast math problems and communicate their ideas.  Writing or explaining their answers using correct mathematical content.

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Students will use a Show/Explain style of an informal proof to solve a problem.  In addition, we write summaries or plans out including how to solve complicated processes to help retain new concepts.  

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Students will use a Show/Explain style of an informal proof to solve a problem.  In addition, we write summaries or plans out including how to solve complicated processes to help retain new concepts.  

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Students take turns answering questions as a class.  During other times, students will work collaboratively and communicate within the groups to complete tasks or activities.  

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Students take turns answering questions as a class.  During other times, students will work collaboratively and communicate within the groups to complete tasks or activities.  

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We introduce new vocabulary at the beginning of the unit and revisit throughout a unit stressing the meaning through the word problems and questions that we solve.  We also use organizers, diagrams, and outlines to make sure that we continue to remember the meanings of the words.  

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We introduce new vocabulary at the beginning of the unit and revisit throughout a unit stressing the meaning through the word problems and questions that we solve.  We also use organizers, diagrams, and outlines to make sure that we continue to remember the meanings of the words.  

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We read word problems to analyze what the question is asking us to do and to make a plan or sketch of what we are to do to answer the question completely.

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Students are encouraged to write their answers to word problems in sentence form. In addition, i will have my students write out the process of the mathematical concept in which we are learning.

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When working in cooperative groups, students speak to each other explaining the mathematical process. Through the speaking/listening process, hopefully students will gain another perspective of the given content matter.

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When new vocabulary is introduced we define and discuss the meaning. In some cases TIP charts and graphic organizers are used for better understanding.

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We read word problems and then discuss the relevant information that is given. We also read different types of studies that have been conducted and discuss all the relevant statistical components.

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We use Google questions for students to write their reasoning or thoughts, give rubrics for projects/assignments, exemplars to follow, students will summarize a process we have learned so as to help a student who was absent.

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We use Google questions for students to write their reasoning or thoughts, give rubrics for projects/assignments, exemplars to follow, students will summarize a process we have learned so as to help a student who was absent.

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We do a lot of pair-work so they can communicate parts they are struggling with to other students who can help further their understanding.

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We do a lot of pair-work so they can communicate parts they are struggling with to other students who can help further their understanding.

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Students look up vocab themselves and then compare with official definition for class. We use graphic organizers, flash cards, and quizlet to help us better associate terms, definitions, and uses together. We try to create riddles, stories, or other catchy ways to help us remember our terminology and how they associate to each other.

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Students look up vocab themselves and then compare with official definition for class. We use graphic organizers, flash cards, and quizlet to help us better associate terms, definitions, and uses together. We try to create riddles, stories, or other catchy ways to help us remember our terminology and how they associate to each other.

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We read word problems daily, pick out important information, summarize what we are looking for

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We read word problems daily, pick out important information, summarize what we are looking for

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We use Google questions on the Google classroom , notes for absent students resting what we learned that day,  using exemplars from the DOE site to analyze the way to maximize the points received.

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We use Google questions on the Google classroom , notes for absent students resting what we learned that day,  using exemplars from the DOE site to analyze the way to maximize the points received.

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In addition to many of the techniques already listed by others, each group shares homework solutions once a week, small group sharing,  auditory directions with students restating what they hear.

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In addition to many of the techniques already listed by others, each group shares homework solutions once a week, small group sharing,  auditory directions with students restating what they hear.

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Freyer Model, USA Test Prep,  and matching using index cards are some ways we learn vocabulary.

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Freyer Model, USA Test Prep,  and matching using index cards are some ways we learn vocabulary.

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The Sir Cumference Series, Reader Theater and traditional word problem reading along with a focus on how to use the textbook for finding information using the table of contents, index and glossary.

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The Sir Cumference Series, Reader Theater and traditional word problem reading along with a focus on how to use the textbook for finding information using the table of contents, index and glossary.

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Students have to verify and justify their reasons for the mathematics they choose to use to answer a question.

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When new vocabulary occurs in my classroom I try to break it down so that all learners will be able to understand the new terms. I write the word, definition, and a picture for my visual learners. I say it out loud and give verbal examples for my auditory learners, and if possible I relate it to real life examples for my hands on learners. Other times I will have the students look up the words themselves and then bring them back to the class and discuss. It is always important that they have the correct meanings since words can have multiple meanings depending on the context.

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Reading is done in every problem that is presented. If they students do not understand what the question is asking, then it does not matter if they understand the mathematics it is asking for. Students have to be able to read a problem and know what the problem is asking for. I often times will break down examples problems to show students what is expected of them. It also gives them ideas for when they get stuck on a problem and do not know part of what the question is asking.

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In the closing of a lesson, I often incorporate and "think-pair-share". I pose question about the processes involved in certain concepts. For example, 'Compare and contrast circles and ellipses'. Then, I give them time to discuss the topic and then ask about 4 pairs to share their answers. I make it clear that I would like to hear them use the language of the standards as they verbalize to their classmates their own words. #lnd

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Students are explaining their thoughts by comparing and contrasting geometric shapes and properties. Students are writing letters to other students to explain what they learned. We are using open ended questions in which students are asked to explain their thinking.

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Students are explaining their thoughts by comparing and contrasting geometric shapes and properties. Students are writing letters to other students to explain what they learned. We are using open ended questions in which students are asked to explain their thinking.

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Students are teaching other students in the classroom using the language of the standards. Students are being peer tutors and listening to others students ways of working problems, not just the teachers.

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We use graphic organizers to display the word, definition, and picture. We use word walls to display words in context so students can remember and retain information.

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Students respond in varying ways. They may write responses to EQs, explain areas where they feel confident, reflect on their strengths and weaknesses, perform error analysis with a written explanation, respond to a problem using complete sentences, or explain how to perform various mathematical practices.

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We look at word problem scenarios and highlight key words and discuss the situation in context and what important facts are necessary to solve the problem.

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When others are speaking, students should be listening. Meaning that they should not be having extra conversations or busying themselves with other things while others are explaining or speaking.

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Sometimes we use hands on activities to learn new vocabulary words especially in geometry. We also learning new words is more of an independent study with students researching online.

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We read word problems and other texts and tasks related to real world scenarios.