Mathematics Portfolio by Alyssa https://padlet.com/alyssaknapp/18ge1hzezvjm en-us 2017-05-01 14:46:05 UTC 2026-01-21 03:30:22 UTC hello@padlet.com Establish Mathematical Goals to Focus Learning alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169187189
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1.  Reference to PA and Common Core Standard(s)
- CC.2.3.1.A.1- Compose and distinguish between two- and three-dimensional shapes based on their attributes.
- CC.2.1.1.B.1- Extend the counting sequence to read and write numerals to represent objects. 

2. Lesson Objectives TSWBAT:
      - The student will be able to create 2-D shapes with marshmallows and toothpicks 4 out of 5 attempts
       - The students will be able to construct composite shapes from the shapes they already made 4 out of five attempts
        - Identify the shapes they make with 4 out of 5 attempts
        - Count how many marshmallows and toothpicks they use in each shape 10 out of 10 attempts

3. Assessment/Evaluation
        - I will use observation as an assessment tool. I will check each of the students’ 2-D shapes before they move on to making other shapes
          - I will review the students’ worksheets of how accurately they counted the marshmallows and toothpicks in each of their shapes

Rational

This is an example of establishing mathematical goals to focus learning because it explicitly explains the standards, what is expected of the students, as well as how the students will be assessed based on what is expected of them. 

]]> 2017-05-01 14:46:53 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169187189 Implement Tasks that Promote Reasoning and Problem Solving alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169190977
Rational

This is an example of implementing tasks that promote reasoning and problem solving because students were asked to choose a shape that they thought did not belong in the group of shapes, and then explain why they thought that shape did not belong. The students were encouraged to think deeply about their reasoning and add on to other students thinking.

Artifact]]> 2017-05-01 15:00:19 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169190977 Use and Connect Mathematical Representations alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169195637
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In our book from class, Intentional Talk, chapter 5 talks about a strategy called "What's Best and Why?"

Rational

The "What's Best and Why" strategy is an example of using and connecting mathematical representations because students are encouraged to choose the strategy that they feels works best for them, and then being able to connect their strategies to different strategies. ]]> 2017-05-01 15:14:43 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/169195637 Facilitate Meaningful Mathematical Discourse alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170047398
Rational

Number Talks facilitate meaningful mathematical discourse because they engage students in conversation. They students are asked to explain why they chose their answer, rather than just saying the answer. The teacher helps with discourse by prompting students with talk moves. 

Artifact]]> 2017-05-04 20:08:31 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170047398 Pose Purposeful Questions alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170049056
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The "Why? Let's Justify" strategy that is mentioned in the Intentional Talk book in chapter 4.

Rational

"Why? Let's Justify" promotes teachers to pose purposeful questions because it has teachers ask questions like, "Why does this make sense?" rather than "Does this make sense?" Students need to understand why their answer is correct in order to fully understand mathematics.  ]]> 2017-05-04 20:18:49 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170049056 Build Procedural Fluency from Conceptual Understanding alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170051791
Rational

Using base 10 blocks gives students the opportunity to solve problems in their own way. For instance, students can use different representations of the blocks if the students were learning how to count.

Artifact ]]> 2017-05-04 20:32:46 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170051791 Support Productive Struggle in Learning Mathematics alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170053386 Artifact

One example of supporting protective struggling is to use open strategy sharing in your classroom. Open strategy sharing is found in the Intentional Talk book in chapter 2.

Rational

Open strategy sharing is an example for supporting productive struggle in math because it gives students a chance to share their thinking in the classroom. It also helps students who may be struggling, and also gives students the chance to talk to each other and help each other through a problem.]]> 2017-05-04 20:43:22 UTC https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170053386 Elicit and Use Evidence of Student Thinking alyssaknapp https://padlet.com/alyssaknapp/18ge1hzezvjm/wish/170055830
Rational

A diagnostic interview is an example of eliciting and using evidence of student thinking because it gives students a chance to show and represent their own thinking with a series of mathematical problems and questions. The teacher will ask the students multiple times to explain his or her thinking so that the teacher has an accurate notion of how the child thinks. Then, the teacher is able to apply the student's thinking into the classroom.


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