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Students had difficulty communicating their thinking instead of doing a retell of what they did. They did what we asked, but we were not explicit enough in communicating our expectations about Communication.
How could they go back, and add to their work/representations to make their thinking clearer for someone else to read.

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Trying to balance quantitative and qualitative "look fors" in success criteria, checklists, rubrics. How can we do this???

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How to deliver an effective math program with rich tasks with limited time...

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Cross-curricular connections - procedural writing involved in writing instructions for their game.

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How do we as a staff work together over the years we have the students to create students who are resilient math learners?

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The language in the math was a challenge, we need to go back and unpack the math language, vocabulary, and instructional verbs such as Identify, Compare, etc.

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Communication can take multiple forms - it doesn't always have to have some kind of writing attached to it

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There were several gaps in conceptual understanding that became apparent, and made it difficult for the students to be successful on the task. The task became a diagnostic and helped identify the gaps and next steps for teaching.

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are rich tasks better for students who are more "street-smart" (intuitive) than "book-smart" students?

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The learning goal always drives our rich task

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The rubric creation was challenging and we realized it needed to be very specific to the task

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always do the math before the kids!!!

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can there be too much richness in a task?

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"trial and error" is an acceptable strategy for teachers and students

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the balance in rich learning and practice of skills and computation