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As you watch the video, think about where these students are for indicators C3.2 Collaborative Problem-Solving & C3.3 Communication of Mathematical Ideas.

Add your noticings in this column.

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As you watch the video, jot down some noticings about Marcel's facilitation moves.

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As you watch the video, think about where these students are for indicators C3.2 Collaborative Problem-Solving & C3.3 Communication of Mathematical Ideas.

Add your wonderings in this column.

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As you watch the video, jot down some wonderings about Marcel's facilitation moves.

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Students lean towards learned practices (thinking it is a matching question)

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They are explaining their reasoning fully in small groups. There seems to be collaborative problem solving in clarifying the distinction between standard form and not standard form.

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Has there been time to clarify what "characteristics" of math expressions can mean?

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Students are in the belonging stage as they share their misconception of the what the questions was asking based upon the list structure of the prompt

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A level of trust and safety for academic risk taking has been established, which helps the students' behaviors fit into Interacting and headed towards Belonging

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Are there concerns that students leave with thoughts about "always having" certain characteristics?

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How might the structure how the kids do the work so that instead of her writing an example on the smartboard, she could bring everyone to the attention of work already done by the students