August 28(1)_TN Math IPG Core Actions and Indicators in a Classroom by

Look fors: Is the teacher using multiple representations and techniques? Is the teacher selecting students to share their thinking and solutions to the problems? Is there an example used to reduce misconceptions? Is there feedback?

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2A: EXPLORE IT!

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This is an opportunity for students to model conceptual understaning and application for aspects of rigor.

Core Action 2

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Is the teacher monitoring student work to be able to highlight the multiple representations during the first problem? Allowing students time to think and productively struggle before they share out.

Look fors: Is the teachers allowing productive struggle or giving them to much support and reducing the rigor? Are students able to share their thinking in different ways: drawing, writing, verbally? Do you hear students using math terms in their discussions with partners or groups? Are students on topic with their discussions? Do all students have a voice in their group?

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Core Action 3

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See students working independently, in groups, or in pairs to ensure the opportunity for them to do the thinking and not to rely on the thinking of another student or the teacher. Hear appropriate mathematical vocab and language used by students

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2B Does the teacher use multiple student respresentations?

Is the teacher using varies ways to represent equivalent ratios, is she allowing students to explain why they choose that method or representation. Are students sharing their thought process with each other.

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3: Productive Struggle

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Productive Struggle and Purposeful Questioning on Explore It. Working independently or in groups, students work through their understanding of the task.

Asking students to share their thinking so that the rationale for choosing a specific solution method or a particular representation is part of their response.

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2B

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Kids use their own conceptual strategy to compare fractions and the teacher shares out different ways they compared the fractions. The teacher strategically selects which student work samples to share-- possibly going from concrete to semi concrete.

Action Step Focus 3A: Select the grade level problem for them to try on their own that will give her the most information on student thinking

nnalex — 2025-08-28 18:09:09 UTC