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Explicit Components:

Understanding of SC and LT differences.

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Students knowing and understanding the SC and LT. It will look like:

Student can state what the SC is and if they were able to meet the objective.

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Connect content with future and previous lessons with students knowing the why.

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Effective math practices. Student talk.

Say it, Read it, Write it. Teacher model think aloud and allowing students to do it on their own.

Small groups, student led

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Utilizing tools effectively. How to get students to be a self-starter.

This is tied to SC.

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Ownership in the hands of the students.

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Provide activities and tasks that encourage children to experiment

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Provide activities and tasks that encourage children to experiment

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with and explore mathematical ideas. These tasks should encourage:

• choice;

• creativity; and

• social engagement

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Look for and highlight mathematical ideas in children’s play to

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Look for and highlight mathematical ideas in children’s play to

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help them describe and make sense of mathematics as part of their

cultural and social worlds.

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Focus on growth, support productive struggle, and

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Focus on growth, support productive struggle, and

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encourage children’s internal desire to learn, as

opposed to external measures of achievement or

rewards.

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Value partial and potentially incorrect understanding

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Value partial and potentially incorrect understanding

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of mathematical concepts and procedures as tools

for highlighting productive thinking, including

opportunities to scaffold learning.

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Use a variety of participation structures (e.g., small

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Use a variety of participation structures (e.g., small

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groups, independent work, whole group) and

representational contexts (e.g., graphs and diagrams,

various ways of articulating numbers — verbal,

quantity, symbolic, empty number lines, etc.) to

support language development and create diverse

opportunities for building and showing competence

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Use sentence stems to support children’s engagement

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Use sentence stems to support children’s engagement

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in mathematical discussions (e.g., “I agree/disagree

because…”; “That solution is like/unlike mine

because …”; “My answer is different because…”;

“We could try…”; “Why did you…?”; “What if…?”).

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Use children’s current levels of understanding to

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Use children’s current levels of understanding to

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provide timely, productive feedback and advance

learning

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Make instructional decisions guided by children’s

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Make instructional decisions guided by children’s

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current levels of understanding and by evidencebased learning trajectories/progressions (LT/P) to

help children develop more sophisticated solution

strategies over time.

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Establish goals focused on helping children develop

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Establish goals focused on helping children develop

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mathematical understandings as opposed to simply

answer getting.