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I learned that some of my students are very literal thinkers. It puzzled me to see that a lot of students said there were five pieces of candy all together. They counted the number they seen in front of them oppose to using the knowledge of number representation. I also observed that some students were ready to use equations to represent the problem.

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I think connecting was most beneficial to my students because they were able to compare and contrast their ideas with their classmates.

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It was great learning experience. I thought working collaboratively  with Ms. Akers and my teammates to plan and predict outcomes was very beneficial.  I love that we use the 5 practices to create the plan, so I could see in practice. I also love that we went through questioning practices that was beneficial to my students to stretch their thinking

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I will use what I learned to help aid in instruction with students. I know what students I need to stress representation  to . I also know what students I could have them problem solve by using equations to represent the problem.  I will also be implementing the 5 practices when I plan as well.

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It was surprising to me to notice that some of my higher students were more hesitant to start right away and were struggling on what strategy to use. My group of lower students were more willing to "jump right in" and begin with the cubes.

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I think it was a great teaching point for me to see the students struggling to select a strategy to use to help problem solve. This was beneficial so that I could generate lessons to enhance various problem-solving strategies. This has since benefitted the students and helped give them a starting point when given a problem.

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From this experience, I was able to find ways to enhance my math instruction and push my students toward some higher-level thinking (explaining how they know).

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I now have a problem of the day for students to solve and work through the various strategies we have in place.

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I was pleasantly surprised that all my students attempted a strategy to solve the problem, and noticed that there were different strategies used within the different ability groups.

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I wanted to be sure that students were able to see that there were multiple strategies they can use to solve the problem. I began with the strategy that most students used (manipulatives), and then showed other strategies to help students see how although different, there were connection between students' work. I think this helped students think about how they could try a new strategy if they did the problem again (or a new problem).

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I always enjoys co-planning because it helps me think of more things to anticipate my students doing. Being able to debrief with Cheryl in between the two lessons, allowed me to reflect and plan for day 2, so that the discussion portion with students was more thought out and meaningful.

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I want to continue to have math discussions with students where they are able to explain their thinking to the group, and have conversations about their strategies. I want to continue to incorporate problem solving tasks within my planning so students continue to have exposure throughout the year.