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Elicit and Use Evidence of Student Thinking

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Elicit and Use Evidence of Student Thinking

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Rational

A diagnostic interview is an example of eliciting and using evidence of student thinking because it gives students a chance to show and represent their own thinking with a series of mathematical problems and questions. The teacher will ask the students multiple times to explain his or her thinking so that the teacher has an accurate notion of how the child thinks. Then, the teacher is able to apply the student's thinking into the classroom.

Artifact

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Support Productive Struggle in Learning Mathematics 

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Support Productive Struggle in Learning Mathematics 

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Artifact

One example of supporting protective struggling is to use open strategy sharing in your classroom. Open strategy sharing is found in the Intentional Talk book in chapter 2.

Rational

Open strategy sharing is an example for supporting productive struggle in math because it gives students a chance to share their thinking in the classroom. It also helps students who may be struggling, and also gives students the chance to talk to each other and help each other through a problem.

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Build Procedural Fluency from Conceptual Understanding  

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Build Procedural Fluency from Conceptual Understanding  

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Rational

Using base 10 blocks gives students the opportunity to solve problems in their own way. For instance, students can use different representations of the blocks if the students were learning how to count.

Artifact

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Artifact

The "Why? Let's Justify" strategy that is mentioned in the Intentional Talk book in chapter 4.

Rational

"Why? Let's Justify" promotes teachers to pose purposeful questions because it has teachers ask questions like, "Why does this make sense?" rather than "Does this make sense?" Students need to understand why their answer is correct in order to fully understand mathematics.

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Rational

Number Talks facilitate meaningful mathematical discourse because they engage students in conversation. They students are asked to explain why they chose their answer, rather than just saying the answer. The teacher helps with discourse by prompting students with talk moves.

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Use and Connect Mathematical Representations 

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Use and Connect Mathematical Representations 

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In our book from class, Intentional Talk, chapter 5 talks about a strategy called "What's Best and Why?"

Rational

The "What's Best and Why" strategy is an example of using and connecting mathematical representations because students are encouraged to choose the strategy that they feels works best for them, and then being able to connect their strategies to different strategies.

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Implement Tasks that Promote Reasoning and Problem Solving 

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Implement Tasks that Promote Reasoning and Problem Solving 

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Rational

This is an example of implementing tasks that promote reasoning and problem solving because students were asked to choose a shape that they thought did not belong in the group of shapes, and then explain why they thought that shape did not belong. The students were encouraged to think deeply about their reasoning and add on to other students thinking.

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Establish Mathematical Goals to Focus Learning 

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Establish Mathematical Goals to Focus Learning 

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Artifact

1.  Reference to PA and Common Core Standard(s)

- CC.2.3.1.A.1- Compose and distinguish between two- and three-dimensional shapes based on their attributes.

- CC.2.1.1.B.1- Extend the counting sequence to read and write numerals to represent objects.

2. Lesson Objectives TSWBAT:

- The student will be able to create 2-D shapes with marshmallows and toothpicks 4 out of 5 attempts

- The students will be able to construct composite shapes from the shapes they already made 4 out of five attempts

- Identify the shapes they make with 4 out of 5 attempts

- Count how many marshmallows and toothpicks they use in each shape 10 out of 10 attempts

3. Assessment/Evaluation

- I will use observation as an assessment tool. I will check each of the students’ 2-D shapes before they move on to making other shapes
- I will review the students’ worksheets of how accurately they counted the marshmallows and toothpicks in each of their shapes

Rational

This is an example of establishing mathematical goals to focus learning because it explicitly explains the standards, what is expected of the students, as well as how the students will be assessed based on what is expected of them.