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the instrument we used in the RMST classrooms was pretty sensitive to change - albeit requiring time and calibration of the the observations

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WODB-which one doesn't belong
1. This is a compare and contrast activity that could focus on structure - four graphs, students look at characteristics or attributes. It might involve multiple representations of the same function. It might involve equations for students to notice structure.
2. This gives students the opportunity to recognize that there can be multiple "correct answers" and the correctness lies in the communication and reasoning. Asks students to notice at a deeper level.

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I am thinking a lot about Three Act Lessons and how to incorporate at grade levels K-10 to build sense-making around big mathematical ideas while building students' disposition towards mathematics, revising their thinking about mathematics and sharing ideas with one another.

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Strings: Posing a series of related problems
1. Making sense of structure; reasoning about patterns; + some that overlap with benefits of number talks (e.g. understanding properties of number, flexibility and fluency with procedures)
2. reasoning mathematically - deciding what procedures make sense in what situations and why
3. use to support making connections across ideas, looking for structure (as noted above) problems are generally those students already 'know' how to solve/do but you are pushing for connections and reasoning

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Meaning Talks: Asks students to articulate the meanings they have for mathematical ideas or objects, and listen to and respond to others' ideas, so supports sense making. Helps to focus mathematical thinking on different ways to think about a concept and related ideas. Helps teachers understand students' current ideas about a concept.
I like to use meaning talks when we are going to use an idea that is familiar to students (e.g. slope) and extend it to a new idea or use it in a different way than students expect (e.g. derivative). I think it is important to use students' ideas and relate them to each other during the talk.

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Number Talks
I agree with everything Janet has already written. In addition...
1. Mathematical Thinking/Concepts: Properties of real numbers, equivalence,
2. Disposition: Recognizing mistakes, tentative thinking, and questioning as helpful and necessary to the learning process. Reconciling and integrating the thinking of others with one's own.
3: When and why teachers might choose this routine: When they are struggling to shift classroom practice to allow greater student agency. Number Talks seem to feel especially manageable to teachers in terms of trying something new while also promoting powerful shifts in practice.

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Number Talks (Ruth Parker style)
1. Mathematical Thinking/Concepts: number sense development, understanding of the operations, composing/decomposing, place value, multiple representations, multiple solution strategies and connections across them
2. Dispositions: mathematical confidence, curiosity, listening and sharing ideas, perseverance, flexibility, intellectual ownership
3. When and why teachers might choose this routine: Daily orientation to math, can be combined with any curriculum, can support students' new beliefs about math teaching and learning, including developing mathematical mindsets

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My Favorite No
1.  You could probably connect them to all of the SMPs. Specifically, I would think SMP 1:  make sense of problems; SMP 3: critique the reasoning of others and SMP 6:  attend to precision, are the main practices highlighted in this routine.
2.  The disposition this routine supports is that mistake making is "expected, respected and inspected", thus improving students' confidence in sharing work with peers. Students learn that it is good to make mistakes as powerful learning results from talking about, analyzing and understanding the mistakes.
3.  A teacher might give an exit ticket and start class the next day with "My Favorite No". A quick formative assessment could lead to this routine as well.

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What mathematical thinking/concepts does the routine support (number sense, composing/decomposing, etc)

What dispositions do you believe the routine supports (flexibility with number, honoring individual approaches to reasoning with mathematics, building confidence/efficacy, etc)

When might teachers choose this particular routine and why?

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-Choose an instructional routine you are familiar with.
-Double click anywhere on the Padlet. Put your name where it says "Title" and the routine (Anne - Number Strings)
-Share your ideas using the guiding questions in the previous box.