# data[].attributes.headline
NCTM Article: Investigating a Super-Bear

# data[].attributes.subject
NCTM Article: Investigating a Super-Bear

# data[].attributes.body
Trying Three Act Tasks with Primary Students

# data[].attributes.headline
Good Mathematics Teaching is NOT Telling, it is Facilitating

# data[].attributes.subject
Good Mathematics Teaching is NOT Telling, it is Facilitating

# data[].attributes.body
https://gfletchy.com/3-act-lessons/

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.description
Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

# data[].attributes.body
* Most teachers were in DOK2 Level of questioning
+ A growth in DOK 3 and 4

# data[].attributes.body
Lever 1:  Content
*grade level standards were being addressed in each classroom
+what do you take into consideration when planning small group instruction to differentiate support/challenge?

Lever 2:  Precision of Pedagogy
*mathematical goal was clearly stated orally or in written form
+posing purposeful questions to further student thinking without reducing the level of rigor
+how can teachers begin to transition to small group instruction to differentiate the support for student growth?

Betty and Christina

# data[].attributes.body
* Grade level standards were implemented
* Student participation
* Think-Pair-Share to have a mathematical discourse.
+ Higher DOK Level in the tasks
+  Tasks that require more application
+ more differentiated instruction

# data[].attributes.body
* Teachers selected tasks that provided reasoning and problem solving
+ Facilitate meaningful mathematical discourse
+ More opportunity for students to have meaningful mathematical discourse
+ Intentional Planning to brainstorm questions and fore see misconceptions students might have
+ Give student time for productive struggle opportunities

# data[].attributes.headline
Teacher anticipation of errors students make and have immediate corrective action to support learning.

# data[].attributes.subject
Teacher anticipation of errors students make and have immediate corrective action to support learning.

# data[].attributes.attachment_link.description
PLC Mathematics December 2021 Access the slide deck: https://bit.ly/PLCMath120621 Rename with school, name

# data[].attributes.attachment_link.title
Tomato Tomato_ 3 Act Math Task Presentation