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Teaching Aid - Interpreting the Data/Understanding the test:

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Teaching Aid - Interpreting the Data/Understanding the test:

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ACT Aspire - Exceptional College & Career Readiness

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Exemplar Items | ACT Aspire - Exceptional College & Career Readiness

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ACT Aspire assesses student readiness in English, math, reading, science, and writing. Our solution connects student growth from grades 3-8 and early high school in the context of college and career readiness. Our solution incorporates multiple question types including constructed response, selected response, and technology-enhanced items to better assess student knowledge and provide more meaningful...

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Szuzie's math padlet

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Arkansas Council of Teachers of Mathematics

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NCSM stands behind quality research and supports the independence and freedom of the mathematics education researchers whose vision and hard work informs the work we do in schools and classrooms nationwide. Sometimes the findings of research challenge the status quo and cause us to question the state of the world as it currently exists.

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LRSD Curriculum Maps

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make groups small to/ promote discourse and bring back for whole group feedback

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By Patty Reed
What is noticing and Wondering?
Noticing and wondering is a powerful tool. My favorite part about noticing and wondering is that every single student can participate mathematically. Everyone can notice something, and everyone has something they can wonder about. It's a great way to get students thinking about a problem. No matter what your background, language, gender, or family, everyone has something to wonder and notice.
Why notice and wonder?
Noticing and wondering is a routine that encourages students to make careful observations while clarifying a problem or situation. It also helps stimulate curiosity and sets the stage for inquiry.
How can this help students?

1. It levels the playing field.

2. It gets students thinking and talking early in the lesson.

3. There is no wrong answer so teachers can affirm ideas their students share.

4. It directs students' attention to the things that are mathematically important in the question or picture.

5. It gives students time to make sense of the problem without any pressure to solve it.

6. Teachers can build on what students have shared- often borrowing their exact language- to ease into the next part of the lesson and building confidence at the same time.

7. It's a life skill.

How to Implement Notice and Wondering

1. Students can identify important information in a story problem.

2. It connects their own thinking to the math they are doing.

3. It helps students notice the details in their math problem.

4. It helps students feel safe.

5. It helps students think about the problem before they start solving it.

6. It encourages the process of thinking about math and connecting ideas and wondering about it.

There are many ways to implement, but this is what I like to do:

Step 1: Put up a story problem or a picture and ask students what they notice.

Step 2:Students think then pair share their noticing with their team.

The group's recorder writes down all noticing of group members. Groups pick favorite noticing to share out to the class.

Step 3: I make a public record of noticing and keep them on display throughout the problem-solving process. Collect additional noticing that students would like represented but aren't on the class poster. Students should add noticing they like to their own recording sheets.

Step 4: Repeat the same process with wondering.

Step 5: Reflect. Looking over our list I give students a chance to reflect on their noticing and wondering. What leads to mathematical discoveries?

Step 6: Proceed with the problem.

Step 7: Check back on your noticing and wondering when you are stuck during a problem. ( If students have noticed and wondered their way into a problem, those noticing and wondering can serve as reminders for different ideas that can help students get unstuck).

Question Stems " Look at your work and your partner's work. Is there anything that jumps out at you that looks different?"

"What would be worth a try?"

"What would happen if ...?"

"Would it help to ...?"

" Would ___ work?"
Beginning to Problem Solve with "I Notice, I Wonder"from NCTM Annie Fetter video

As I guide my students in noticing and wondering their problem solving abilities increase. They are better able to noticing and wondering mathematically. This begins as a practice strategy, then a skill , that soon becomes natural to them. Students are also fulfilling mathematical practice #1 which states- Make sense of problems and persevere in solving them. And who doesn't need this skill in their life?

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By Patty Reed What is noticing and Wondering? Noticing and wondering is a powerful tool. My favorite part about noticing and wondering is that every single student can participate mathematically. Everyone can notice something, and everyone has something they can wonder about. It's a great way to get students thinking about a problem.

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Univ. of Arizona

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The University of Arizona - Institute for Mathematics & Education

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The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards.

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In collaboration with Dr. Norman Webb, the developer of Depth of Knowledge (DOK), we promote effective and accurate use of this innovative language system. Our team helps you use the lens of DOK to evaluate your assessments, curricula, and instructional materials to work toward optimal alignment - so all students have the opportunity to reach the desired learning outcomes.