# data[].attributes.body
Practicing with purpose means to repetitively complete a task while keeping a goal in mind. Instead of mindlessly going through the motions of practicing a certain skill, students should pay attention to why they are performing a task and how it can be applied in their life. Practicing a skill with purpose will help students stay fully engaged in learning and develop critical thinking skills (Gelfo, 2018). The students should also analyze, apply, and compare information while they are learning a new concept.
I can apply this strategy in my 5th grade math class by asking students engaging questions while they practice a skill. For example, for a problem-solving lesson, I will ask the students "How will you use multiplication in the real-world?". I will write this question on the board as students learn two and three-digit multiplication. Students should keep this question in mind as they work through problems.   My students will work in pairs to help one another understand two and three-digit multiplication §111.7 (3BB). Through partner practice and checking, the students can solve an equation and check each other's work. Practicing in pairs or groups makes learning a new concept more engaging (Rief, 2010). After the lesson, each group will share with the class one way they can use multiplication in the real-world. This will give the lesson a purpose.

19 Tex. Admin. Code §111.7 (2011).
Retrieved from https://tea.texas.
gov/curriculum/teks/

Gelfo, M. (2018). Why practice is so
important of success. Retrieved
from
https://www.modacity.co/blog/
why-is-practice-so-important/

Rief, S. (2010). The math teacher's
guide to helping struggling
students.
Retrieved from
https://www.additudemag.com/
math-accommodations-for-
children-with-adhd-or-dyscalculia/

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Concept mapping tools, such as graphic organizers, help students learn in a visual and creative way. Students utilize graphic organizers by brainstorming new ideas, activating prior knowledge, organizing new information, and modeling an understanding of the topic. Teachers can use a concept that students are already familiar with to brainstorm ideas that will be relevant to the new concept. The teacher can organize the ideas on the board to introduce a new topic (Professional Learning Board, 2018). This will help students get their minds on the right track. I plan to incorporate this strategy in my classroom by having my students connect the concept of multiplying decimals to multiplying whole numbers and place value §111.7 (3BE) & §111.7 (3BB). Both multiplying whole numbers and the concept of place value should already be familiar to my students. On the board, I will have two bubbles. One will be labeled "Multiplying whole numbers" and the other "Place value". Each student will write anything they can think of about these two concepts on the board which will lead me into an introduction for multiplying decimals. My students will feel more comfortable and confident learning the new concept. They will also begin to mentally organize the concepts and understand the correlation between them.

19 Tex. Admin. Code §111.7 (2011).
Retrieved from https://tea.texas.
gov/curriculum/teks/

Professional Learning Board. (2018).
What are concept maps and how
do you use them in the classroom.
Retrieved from
https://k12teacherstaffdevelopment.
com/tlb/what-are-concept-maps-
and-how-do-you-use-them-in-the-
classroom/

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Promoting metacognition refers to helping students develop "deeper understanding of how they think, feel, and act so they can improve their learning and develop meaningful relationships" (Price-Mitchell, 2015). The students will develop a deeper self-awareness that reflects their learning preferences such as preferring to work in a quiet place or with background noise like music. By gaining self-awareness, students will also be better able to understand other's perspectives. Metacognition will help students recognize what they don't understand. Teachers should ask students what the most difficult part of the new concept was to help students identify their lack of understanding (Price-Mitchell, 2015). To help my students reflect on their cognitive growth, I can ask my class as a whole "How has your thinking about math changed?". The students should write their thoughts down on a piece of paper and later share with the class. The students do not necessarily need to agree or disagree with the statement; however, they should be able to give examples or reasoning for their answer. A good answer would look something like, "I didn't think that math could help me with real-world problems, but now I know it can help me with baking, saving money, and grocery shopping.". Students should be able to give examples when they explain their reasoning, so they understand why they feel a certain way. If a student says they don't think their thoughts about math have changed, they should be able to explain why.

Price-Mitchell, M. (2015).
Metacognition: Nurturing self-
awareness in the classroom.
Retrieved from
https://www.edutopia.org/blog/
8-pathways-metacognition-in-
classroom-marilyn-price-mitchell

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Higher-level questioning should help students achieve defined goals, develop critical thinking skills, and create meaningful discussions. By asking engaging and meaningful questions, the students will be actively involved. By actively involving students, they will gain a sense of importance and respect from the teacher and classmates. Open-ended questions will encourage students to elaborate on their thoughts and ideas (Energy and the Polar Environment, 2008). By focusing on the more complex intellectual skills from Bloom's Taxonomy, I can ensure my students are developing critical thinking skills and applying their knowledge (Armstrong, 2018). For example, good questions for my 5th grade math class would be "Why is the place value important?" and "What are the differences between one dimensional figures and two dimensional figures?" §111.7 (B5). My students will work in groups of four or five to discuss these questions. After discussing amongst the group, they will share their thoughts with the whole class. Having the students share with the class is a great way to start discussion and share ideas. Students can piggy-back off of other student's ideas and apply new ideas to the discussion. Giving feedback to the students' answers is also an important part of higher-level questioning to redirect students or probe students for more explanation.

19 Tex. Admin. Code §111.7 (2011).
Retrieved from https://tea.texas.
gov/curriculum/teks/

Armstrong, P. (2018). Bloom's
taxonomy. Retrieved from
https://cft.vanderbilt.edu/guides-
sub-pages/blooms-taxonomy/

Energy and the Polar Environment.
(2018). Questioning techniques:
Research-based strategies for
teachers. Retrieved from
http://beyondpenguins.ehe.osu.edu/
issue/energy-and-the-polar-
environment/questioning-
techniques-research-based-
strategies-for-teachers

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Cooperative learning promotes cognitive development by creating diverse teams that encourages student engagement. The students gain social skills and cognitive elaboration, which means students are able to explain a concept to another student. This skill creates "thinking that builds on ideas" (Penn State University, 2017). Together, a group of usually four students, sets a common goal such as a project completion or a specific grade on the next exam. If the team reaches their goal, the teacher may reward small privileges or some kind of treat. This will give the groups something to strive for and motivation to do their best. Each individual in the group should be held accountable. Each member should have a role, and the teacher should randomly question students to ensure they are participating. The students will learn how to actively listen and communicate, encourage teammates, and use reasoning and sources to explain ideas (Slavin, 2014). A geometry activity that utilizes cooperative learning is having my students work in groups of 4 and setting a goal of completing the project with no errors from any group member. This group will consist of four diverse individuals with different strengths and weaknesses. Each member will be assigned a cube with coordinates. The students will work together to graph their cube on a large grid paper, and they will also be required to find the volume of their cube §111.7 (4BG) & §111.7 (8BA). The students should color and label their cube on the grid paper. If the group meets their goal, they will receive a prize from the class treasure chest. This will promote diversity, learning, and student engagement in my classroom.

19 Tex. Admin. Code §111.7 (2011).
Retrieved from https://tea.texas.
gov/curriculum/teks/

Penn State University. (2017).
Benefits of cooperative learning.
Retrieved from
http://tutorials.istudy.psu.edu/
cooperativelearning/cooperative
learning6.html

Slavin, R. (2014). Making cooperative
learning powerful. Retrieved from
http://www.ascd.org/publications/
educationalleadership/oct14/vol72/
num02/Making-Cooperative-
Learning-Powerful.aspx