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Some kids did much more thinking than others

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Some kids did much more thinking than others

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did in groups of 3, worried that if done individually some would be lost. 

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did in groups of 3, worried that if done individually some would be lost. 

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students talking way more than the teacher :) 

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students talking way more than the teacher :) 

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hard to remember not to show students what they can do and to just ask questions 

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hard to remember not to show students what they can do and to just ask questions 

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hard to think of realistic manipulative for upper grades and larger numbers 

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hard to think of realistic manipulative for upper grades and larger numbers 

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Student used multiplication to solve and proved her thinking with a picture.

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Student used repeated addition and multiplication to solve and proved his thinking with a picture.

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Kids were engaged!

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Difficult to just ask them questions and not show an example.

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This student drew a picture, did a number sentence, a number bond and tried to explain in words. 

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The nice thing about these tasks is you can get a quick understanding of where each student is at, what they understand and where they still need more support.  I also like they they can solve it in more than one way and show their work.  

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The nice thing about these tasks is you can get a quick understanding of where each student is at, what they understand and where they still need more support.  I also like they they can solve it in more than one way and show their work.  

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This student drew a picture and then used a number sentence.  

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It is very eye opening to see the skills and strategies that students have.  They lover sharing their strategies with the class.

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It is very eye opening to see the skills and strategies that students have.  They lover sharing their strategies with the class.

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Was very similar to what we are always doing in math

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Was very similar to what we are always doing in math

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Students didn't want to use other resources because it was part of a lesson based on using the number line.

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Students didn't want to use other resources because it was part of a lesson based on using the number line.

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Taking longer tan expected, limited time

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Taking longer tan expected, limited time

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Students wanted to rush to get the answer. Worried more about being right than the process of getting there.

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Students wanted to rush to get the answer. Worried more about being right than the process of getting there.

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I love when the kids share their thinking with the rest of the class. It allows the kids to see all of the strategies that can be used to solve the same math task.

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I love when the kids share their thinking with the rest of the class. It allows the kids to see all of the strategies that can be used to solve the same math task.

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We made "Fraction Fans" out of a fraction strip paper. 

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The students folded fraction fans and used them for the Math task. They were very focused!

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It is so encouraging to hear how the students share their thinking. They were on task and enjoyed solving the problem in different ways.

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Explanations were not always clear on paper, but made sense when they discussed it.

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Students were able to model and use multiple strategies to solve for an unknown.

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The students loved sharing their strategies. It was eye opening to see their process as they worked to complete the task.

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The productive struggle part of the task. Many of my students are not accustom to having to work through difficult things. This is something we have been working on all year but the tasks highlighted how much more growth we need to make.

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Students used a model to divide $7.00 into four groups to display that each person payed $1.75. I am currently piloting the program Envision for sixth grade; this is why I am using this math task.

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I chose a task that went along with problem solving and noticing patterns. The students discovered the pattern in mental math and it added to our lesson.

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Students use math vocabulary in their explanations. It really shows how they have a deep conceptual understanding. Students are engaged in the tasks. Also, students want to share their thinking and learn from each other, even when there are mistakes. It's great when they can see mistakes as learning opportunities.

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The person who does the writing of his thoughts does the learning the most.

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We are struggling with students who are very far behind in math. For example, we have a 3rd grade student who cannot identify numbers 1-20. Trying to create entry points for some tasks can be difficult.

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Some kids use their own rules that are wrong. In graphing a line, they forget to insert 1 as the denominator for 4 in y = 4x+ 3 .

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Some kids use their own rules that are wrong. In graphing a line, they forget to insert 1 as the denominator for 4 in y = 4x+ 3 .

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One thing I struggle with is high level of absences (exacerbated now with Covid). When students miss the entire task exploration, it is challenging to make that time up. So, I struggle to balance with methods of instruction that I can get to service all students.