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Sequenced the answers so they went from more concrete to more symbolic w/algorithm.

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Teacher monitored what the students were doing-check work

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Students were using different strategies (draw a picture, make a model, write an equation) to solve the problem

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Monitoring student work, examining for misconceptions and different ways of thinking

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Monitoring student work, examining for misconceptions and different ways of thinking

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monitoring student work to see what different strategies came up to highlight in conversation

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Draw a picture to get started on the task and engage

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Separating, counting, demonstrating how to solve the problem.

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looking for working examples and "best mistakes"

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Using their own experiences and understanding in their own ways

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Teachers would be monitoring student engagement and course correcting along the way. Formative assessment.

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Facilitating learning and expression of what students know.  

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Facilitating learning and expression of what students know.  

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questioning and making student thinking visible

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questioning and making student thinking visible

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Provide multiple strategies for students to learn and practice

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Provide multiple strategies for students to learn and practice

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Had students look for similarities and differences in responses. 

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Had students look for similarities and differences in responses. 

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Finding similarities/differences and relating it to other representations

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Pulling important information from the problem, writing out a number sentence, and drawing/solving the problem.

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Pulling important information from the problem, writing out a number sentence, and drawing/solving the problem.

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Students work from the prior knowledge that they have. Older students begin looking for algorithm's and younger students rely on drawing a picture.

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Students work from the prior knowledge that they have. Older students begin looking for algorithm's and younger students rely on drawing a picture.

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asking students to actively listen and engage in critique of peers' work

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Thinking about the problem in their own way whether its using number sentences or pictures

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using their own strategy and reasoning to make sense of and solve the problem

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using their own strategy and reasoning to make sense of and solve the problem

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Explaining the problem, mointoring how students are solving the problem, listening to students

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Visually representing a strategy that they are thinking about

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Visually representing a strategy that they are thinking about

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Looking for different strategies, examples and common errors.

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Looking for different strategies, examples and common errors.

# data[].attributes.headline
dialoging with students to get at the student's thought process.

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dialoging with students to get at the student's thought process.

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Using visuals to solve real world problems.

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Using visuals to solve real world problems.

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Showing what they know and figuring out how to express that to others. 

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Showing what they know and figuring out how to express that to others. 

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Allowing the students to demonstrate what they have learned in a variety of ways.

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flexible thinking. Coming up with 2 different ways to solve the problem

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Students would be completing the task and checking with the teacher for understanding.

You could differentiate with the use of manipulatives.

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Teacher had peers explain what the student had done.  Asked them to compare and contrast between the different solutions.

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Teacher had peers explain what the student had done.  Asked them to compare and contrast between the different solutions.

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critiquing work of others, justifying their own work

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pose a task that students can access and that requires thinking rather than just rote response

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pose a task that students can access and that requires thinking rather than just rote response

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Noticing and knowledgeable teacher who could recognize good examples of how to push the students thinking forward.  Probing questions.

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Noticing and knowledgeable teacher who could recognize good examples of how to push the students thinking forward.  Probing questions.

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Using multiple strategies to learn and practice the concept. Allowing them to use their metacognition

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Using multiple strategies to learn and practice the concept. Allowing them to use their metacognition

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asks questions to assess understanding

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The teacher monitored and asked questions about "why" and "how" could you do that different. There was a large range of differentiation.

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Using different strategies to check work

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Using different strategies to check work

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using all taught strategies to answer questions

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using all taught strategies to answer questions

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Teacher didn't tell kids what strategy to use. 

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Teacher didn't tell kids what strategy to use. 

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Students had freedom to choose their own strategy.

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Students had freedom to choose their own strategy.

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Explaining their thinking in their own words.  Justifying decision making.  Background knowledge

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Explaining their thinking in their own words.  Justifying decision making.  Background knowledge

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Telling them how to do it.