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Everyone shares their thinking in the way that's best for them.

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Everyone shares their thinking in the way that's best for them.

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The importance of giving problems that ask students to make sense of them.

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The importance of giving problems that ask students to make sense of them.

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There was choice in how to solve...tools available.

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There was choice in how to solve...tools available.

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Everyone has a chance to solve it their own way.

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Everyone has a chance to solve it their own way.

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Many ways are given to the same end goal 

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Many ways are given to the same end goal 

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The goal is to model the mathematical elements, not to get it right.  Everyone can model and show their thinking, and there is no focus on getting it right.

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The goal is to model the mathematical elements, not to get it right.  Everyone can model and show their thinking, and there is no focus on getting it right.

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The teacher check in with students individually asking them open-ended questions about their work. 

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The teacher check in with students individually asking them open-ended questions about their work. 

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Final step of revising their thinking develops their identities as learners. "We can learn from each other."

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Final step of revising their thinking develops their identities as learners. "We can learn from each other."

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expecting all the students to put in on paper can be limiting

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expecting all the students to put in on paper can be limiting

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It gives students the opportunity to share in smaller groups before larger groups...building their confindence. 

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It gives students the opportunity to share in smaller groups before larger groups...building their confindence. 

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There is "no" right way so it allows for more freedom to explore and try to solve the problem.

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There is "no" right way so it allows for more freedom to explore and try to solve the problem.

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It gives student a chance to share their own thinking.

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It gives student a chance to share their own thinking.

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Everyone has a chance to share their thinking. They get to use what ever manipulatives and strategy that works best for them.

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Everyone has a chance to share their thinking. They get to use what ever manipulatives and strategy that works best for them.

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Speed is not important. Kids are expected to share with each other in a smaller setting first

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Speed is not important. Kids are expected to share with each other in a smaller setting first

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the literacy connection makes it immediately relevant and engaging. Also allows kids to tackle a problem with multiple addends without looking at a scary long number sentence.

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the literacy connection makes it immediately relevant and engaging. Also allows kids to tackle a problem with multiple addends without looking at a scary long number sentence.

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Students are able to connect math to a text that they are familiar with 

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Students are able to connect math to a text that they are familiar with 

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Gives time for students to revise and show new thinking.

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Gives time for students to revise and show new thinking.

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There was an opportunity for students to share with a peer. 

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There was an opportunity for students to share with a peer. 

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works with something they know and like, it's easier to connect.

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works with something they know and like, it's easier to connect.

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"Teachers have a unique opportunity to steer their students' mathematical development in a more positive direction."

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"Teachers have a unique opportunity to steer their students' mathematical development in a more positive direction."

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How do my teacher moves in implementing this task support your understanding and positive mathematics identity?

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How did the activities support conceptual understanding and building towards fluency?