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2B- multiple student representations/solutions

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2B. The teacher shares

multiple students’

representations and/or

solution methods and

connects to students’

understanding of the

content, and reduces

student

misconceptions, and ensures the

mathematics is explicit.

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The teacher should model the different representations of solution methods listed in the IPG (tables, tape diagrams, double number line diagrams, or equations)

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The teacher should model the different representations of solution methods listed in the IPG (tables, tape diagrams, double number line diagrams, or equations)

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third grade lesson, core action twoa/b

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different approaches- table, graph, list

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students should be utilizing models for representing fractions. teacher using those student created models when discussing the work

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core action 3, indicator e

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Looks like: Same size models, manipulatives, inequalities. Connections between manipulatives, models, and inequalities

Sounds like: collaboration between students to defend their answers and explain their thinking

Feels like: Productive struggle

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students using precise language of greater than, less than, equal to and precise usage of symbols to represent that vocabulary

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3rd Grade - 2B: The teacher shares multiple student representations.

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In Core Action 2 our look-fors are seeing a variety of student work using a variety of models and using the misconception and error analysis  to further the conceptual development.

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In Core Action 2 our look-fors are seeing a variety of student work using a variety of models and using the misconception and error analysis  to further the conceptual development.

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Core Action 2B and 3A.

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Teacher provides feedback and adjusts lesson

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Hear the teacher asking questions to help students with any misconceptions and conceptual understanding. Students should have time to talk with one another to make connections to the representations.

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Hear the teacher asking questions to help students with any misconceptions and conceptual understanding. Students should have time to talk with one another to make connections to the representations.

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2A: questions that aligned to the aspect of rigor

2B: sharing multiple representations

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Teacher uses questions from the curriculum to pose questions, provide feedback, and clear up misconceptions

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Students share the method used to solve the problem and share it with others.

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Look-Fors: Students will share their individual methods of how to arrive at the end result.

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Students using representations of fraction strips and number lines, discussion about the comparison of the amount of each fraction.

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Student solution methods are shared and mathematical connections are made between them.

Student led with representations and teacher’s explanation connects understanding

Shared and connected by teacher with student representations and teacher explanations

A balance of teacher and student focus of explanations of thinking as well as varied solutions

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Teachers should provide lots of examples, student should use manipulatives, students should be discussing with their peers, and teachers should be asking lots of questions

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Student work with multiple representations used for student discussion. Possibly using vertical white boards or student work under a document camera.

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Teacher gives academic feedback using content vocabulary and allows students to productively struggle with the questions and tasks and allows for student discourse. Teachers facilitate the lesson and directs students to conceptually understand the content through justification of thinking to clear up any misunderstanding. 

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Teacher gives academic feedback using content vocabulary and allows students to productively struggle with the questions and tasks and allows for student discourse. Teachers facilitate the lesson and directs students to conceptually understand the content through justification of thinking to clear up any misunderstanding. 