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I tuned out for a minute, can someone

tell me what will represent the

rectangle?  Other students admitted

that they had also stopped listening

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connecting models to equations

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The number needs to be

between 1 and 10

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Look back at previous

problems to help you with

your questions.

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How did you know your number

should be big instead of small?

S asked another S

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How could scientific notation be used

outside of school?  What kinds of jobs

would require this knowledge?

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S confused about how to create the balance, during solo time, questions were written down to ask for clarification.

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S able to explain the product

of powers.

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S "I messed up first but I

remembered the exponent

showed me how many times

to move from the decimal"

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Low level questions in 2/3

classes.  Example:  a submarine

diving below sea level means

"positive or negative number?

Could have been rephrased to ask

for the meaning of diving below

sea level mathematically.

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T uses prior knowledge to remind students of

exponent rules

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Comprehension/Application:

relating what students see on

a calculator to the meaning in

context of the lesson

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mantissa (scientific notation)

inverse (one step equations)

scientific notation

standard form

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lessons seemed to be low level:

knowledge/comprehension

early in unit 3/3

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S sharing out and responding

to other S answers in 2/3 classes

S had explanations in books to

justify in 3/3 classes (not all in

the particular lesson we saw,

but there was evidence)

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S given solo time to work through on their own prior to working with group 2/3

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S in 1/3 of classes making

generalizations about previous

problems solved as they apply

to all equations

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S willing to share out wrong

thinking after initial discussion

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Continue to ask "Why?"

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Problems selected required more Writing and verbal explanations of strategies, instead of procedurals

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What did you think of her strategy?

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Students were repeating other's explanations in their own words

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Timer used to keep students on track/schedule

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turn and talk with neighbors about keeping equation balanced before sharing with class

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Teacher said the answer was 6, students disagreed and were able to explain their thinking

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Written justification of HOW to keep the problem balanced

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Giving real world example of a function to make connections

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"I did exact same thing but I said to maintain balance you subtract 3 from both sides."

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Explaining why they chose 0.75 to represent 45 seconds

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figuring out how to keep a balance level

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multiplying with decimals

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domain vs range (functions)

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Mapped out the function scenario in order to self-correct

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students must ask at least 2 questions of student presenting

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write your own function; mapping out what is happening in the function

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"We used inverse operations."

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"Give her feedback on her strategy"

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Questions to make sure students are engaged in activity

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Reflections on thinking (verbal or written)

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Reflections on thinking (verbal or written)