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Working more with concrete, pic, and abstract models and having students personalize their preferred method of modeling and thinking - creating that metacognition. Working well - need to continue and enhance.

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Notice quantities
Create models to represent the situation
Write an equation
Come up with questions that apply to the math situation

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-peer modeling(student led)
-real world problems (visual/concrete)
-Showing multiple ways & making connections

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*KW Chart
*Rotations
*Daily Problem Solving
*Flexible Grouping
*Mini Lesson Format
*Cooperative Learning
*Number Talks
*Number List Word Problems
*Notice and Note
*Numberless Word Problems
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*Model the math situation
*multiple entry points
*decontextualize with equations
*label quantities
*build academic language

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Teachers created grade level banks of problem solving questions .
We have been using Notice and Note. We are hoping to develop consistent expectations school wide. *More time on problem solving - sometimes as a rotation
*multi-step word problems as homework
*TenMarks assignments
*drawing, showing models, visualizing, chunking problems

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-identifying the need of students and selecting appropriate strategies to solve
-students have a difficult time breaking down a task/problem (Identify what they need to do and additional information they need to have when starting)
-need to have: more peer conversation, self-checking, collaboration, looking at a word problem as a story-what do you need to know, representation, going back to the question to see if you actually answer it
-conceptual understanding of what the problem is asking them to do
-numberless word problem task to help students break down the problem

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-Making problem solving part of daily small group instruction
-math journals used to put their thinking to paper
-Notice and note before solving a problem to make sense of the problem

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- Attempting a strategy that works for them.
- Recognize the operation (multiplication).
- Step 1

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Visual models for showing their work/thinking
used multiple strategies for attempting the problem: repeated addition for multiplication, base ten representations with equal groups, arrows directing steps
Every student found something to note about the problem
difficulty noticing and completing a second step
calculation skills correct but misunderstanding of the context

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Reading the problem multiple times for understanding
Using a model
Visualizing
Explaining the problem in their own words

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Successes ~ Utilizing Collaborative Problem Solving - peer conversations. Notice and Note strategy to determine what the problem is asking.

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-numberless word problems to help students focus on the context of the problems
-Notice and note before starting the problem

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Students appear to have success with the first step of the problem, then become lost

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1.  The students that used notice and note strategies did the best AND showed us as teachers where the gaps
2.  Models were helpful
3. Writing equations to show their thinking

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Most grade level teams, even K, have had PL on the Notice and Note strategy for making sense of problems. Some teachers are using the Notice and Note strategy and students are finding success because this strategy forces students to slow down and attend to the text, allows them time to comprehend the text through their note taking, and provides them with the information they need from the text to attack and solve using their computation strategies.

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-  Use notice and note before solving a problem.
-Some students do have an entry point but then aren't sure where to go after they start the problem.
-Using a model to help them solve the problem.

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-Labeling their answers
-Beginning to organize the information
-Demonstrating some conceptual understanding of what the problem is asking them to do
-Stop, think, visualize, and work on taking notes about the problem to break it down
-Need a systematic organizational tool for problem solving

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Computation skills
Understanding the question
Modeling

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Some students developed appropriate equations. Students made models (pictures) to show their thinking. Students accessed one step of multi-step problems.

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-Students struggling with which operation to use in the problem
-Some students are able to complete the first step, but not the second step
-Reading the problem carefully, understanding the words and vocabulary in the problem
-Giving students experiences with various problem structures

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1.) Notice and Note before they start to problem solve (making sense of the problem)
2.) Confidence in the strategies that are chosen
3.) Teachers are providing more opportunities for regular problem solving during instruction

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Give students more time to work through problems and then allow them to come back and talk about it. They need to learn how to have patience and they need problem solving strategies. They need visuals and think-alouds. Build excitement about solving.

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Need Support:
- Interpret the situation in order to create a visual model
-Visual think aloud
-What model would be best to represent this situation?
-Language supports
- Vocabulary support
-Reasonability

Strengths:
-Efficient computation
-Developing 3 read strategy to understand the context in the situation.

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Words and phrases where students need to infer the operation or the number -some students

Recognizing how many steps are needed to solve-tying those steps to operations and equations

Selecting models that help them solve efficiently