# data[].attributes.body
I scaffolded my students as they were working- think about the different strategies you can use to mentally answer the question before you work out the problem.

# data[].attributes.body
Use fewer problems to solve.

# data[].attributes.body
I had my students turn and talk to neighbors so they could hear what their peers answers were and reflect.

# data[].attributes.body
I explained the task very well.

# data[].attributes.body
I could ask students more questions to deeper see where they got their answers from.

# data[].attributes.body
I didn't use that many higher-order thinking questions.

# data[].attributes.body
We discussed not just their answers but also the other potential answers, which helped encourage thinking outside of the box. The students were also allowed to create their own patterns and add on to each other's patterns.

# data[].attributes.body
Figure out a way to scaffold the lesson into other concepts.

# data[].attributes.body
A more in-depth explanation of the this or that strategy

# data[].attributes.body
I had steps and to guide the students and an example to start off the lesson to give the students an idea of what is expected of them.

# data[].attributes.body
I had my students observe and wonder about the picture I had presented and I also had multiple questions to ask the students and they answered them very well.

# data[].attributes.body
I asked my students to explain their thinking on the task. Also, promoting students to have discussions about their thinking and wonderings.

# data[].attributes.body
I wish there was a way for me to use visual aid to help the students visualize the mystery number.

# data[].attributes.body
I used follow up questions to continue the conversation after everyone had stated their answer and extend their thinking.

# data[].attributes.body
Make the picture more readable, and add higher thinking questions

# data[].attributes.body
I kept students engaged and had them thinking about how to solve the problem to get an answer to this or that.

# data[].attributes.body
Find ways to promote students to come up with types of this or thats to add to the pattern of the task given. Extend their thinking.

# data[].attributes.body
Hand out materials, explain directions better, and explain thinking.

# data[].attributes.body
I was very engaging with my students and get them praise when they gave answers. I asked them to explain their thinking and that allowed the other students inspire each other

# data[].attributes.body
Using shapes that have more differentiation so students have more to discuss and debate.

# data[].attributes.body
I could have stared with smaller numbers and gave examples using different operations

# data[].attributes.body
Be more teacher led, I led too much. Have more individual think time Better teacher language.

# data[].attributes.body
I provided a picture that included arrays for my students. I asked them to explain their thinking on how they solved/ decided this or that.

# data[].attributes.body
Glow: I had everything planned out and in order. I asked questions such as what do they see and wonder, and I also asked them which form of mathematics would be best to use for this problem.

# data[].attributes.body
I had my students explain the strategies they used to find the mystery number so that they could hear what each other did.

# data[].attributes.body
When my "students" felt like they had the answer before we solved which option had more Oreos, I asked them to prove it and show their thinking.

# data[].attributes.body
I had my students to have thinking time for the visual representations and then I had them to answer thinking questions to have relations between the models

# data[].attributes.body
Grow: I would have liked to make the problem a bit more difficult so they can use their higher order thinking skills. Next time, I would also include the 'turn & talk" partner method, so they can feed off of each other and help each other solve the problem.

# data[].attributes.body
I felt like I could've explained the task better and more thoroughly.

# data[].attributes.body
Did a good job asking questions throughout. Projected, tried to have students think critically.

# data[].attributes.body
I felt I had an engaging picture and good mathematical questions to scaffold student thinking.

(Ex. Movie Theater seats are arranged in a 3x6 array. What would the total number of seats be if we added another column of seats? What about if we added another row?)

# data[].attributes.body
I did well with proving time for students to think about their answers and then providing time for them to share their thinking as we worked together through the problem.

# data[].attributes.body
I would think more of the way I present the lesson as far as maybe having the students pick the point and then we discuss the correlation of the points instead of coming up with it before hand so it involves the students.

# data[].attributes.headline
Briggs Manuel- Which one doesn't belong? 

# data[].attributes.subject
Briggs Manuel- Which one doesn't belong? 

# data[].attributes.body
I would use more higher-thinking questions. I would have the students explain their thinking more. I would also have more problems for the students to complete.

# data[].attributes.body
I felt my board had too many words and could have utilized more visuals, as well as more examples.

# data[].attributes.body
I can work on asking more higher order thinking questions to get more in-depth answers.

# data[].attributes.body
I did good at asking scaffolding questions which I was proud of! (??)

# data[].attributes.headline
Briggs Manuel- Which one doesn't belong? 

# data[].attributes.subject
Briggs Manuel- Which one doesn't belong? 

# data[].attributes.body
We discussed how many sections are in each section for each fraction. We also talked about the different shapes for the fractions and talked about how they are similar and how they are different. It was very helpful for the students to have visuals.

# data[].attributes.body
I can have more than just one mystery number. The first one can be a practice and then students may have a better idea what to do for the second one.

# data[].attributes.headline
Megan Byrd- whats another way to say it?

# data[].attributes.subject
Megan Byrd- whats another way to say it?

# data[].attributes.body
I think that I did well at explaining the different things that the students should have been thinking about instead of writing them on the chart, making it too crowded. I did a god job at affirming the student's thoughts and also helping them see it differently if they got it wrong.

# data[].attributes.body
I wish I had more mathematical questions as they went by fast.

# data[].attributes.headline
Megan Byrd- Whats another way to say it?

# data[].attributes.subject
Megan Byrd- Whats another way to say it?

# data[].attributes.body
go over the questions to ask more before teaching it. Having my answers already ready to share. Have students work together and compare after they work by themselves.