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Recording the numbers on your board space helps students identify patterns to determine which number comes next.

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Students had to look and share number patterns they see

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Notice/ Wondering game. Children describe what they see in the picture.

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Describing the pictures for the notice/wonder routine helps students begin to use precise language

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Students are trying to figure out the math problem

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Reasoning about the pictures/shapes that they look at. Visualizing data, Visualizing relationships

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Students had to describe their noticings.

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Count around, you/me, notice/wonder, help me see it too

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Count around, you/me, notice/wonder, help me see it too

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Teacher and students were actively asking questions

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Students explain why their rule works with an example.

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You/Me game

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Count around, you/me, notice,/ wonder, help me see it too

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Count around, you/me, notice,/ wonder, help me see it too

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Students had to guess patterns or problem/solve

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Safe haven for students to take risk and share ideas

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You/Me game. Notice patterns and figure out next number.

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Students are experimenting with different numbers to see what is being added or subtracted to the number on the You side.

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You/Me game. Children are trying to figure out formula

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You/Me game- children can come up with the rule

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Students have to subtilize to tell if images are equal or not equal

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students had to make sense of the pattern

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Finding patterns in images

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Children come up with what is happening in the photo

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students had to make sense of the information given to figure out a rule. Students are supported by questioning based on noticings and wonderings from the class

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Notice and Wonder

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Students are able to explain their noticings. Using the hard evidence of the numbers written out. Students can make sense of what another student is saying about the numbers in the count around.

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Billboards - you have to use descriptive language to talk about the dots

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Billboards - you have to use descriptive language to talk about the dots

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Students have to describe drawings to a partner using precise language.

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They have to be able to visualize what the dot cards look like.

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Billboards - Children can look for patterns