https://padlet.com/speranzo/pelmtjutv4i38xqg Planning for discussions and routines en-us 2021-03-22 14:30:57 UTC 2025-12-13 18:38:51 UTC hello@padlet.com charpentiers https://padlet.com/speranzo/pelmtjutv4i38xqg/wish/1434812578 Community: I can't take credit, but the nature of the task created a situation for students to agree or disagree with each other's thinking. I also asked students to clarify their ideas and gave students the opportunity to talk with each other about their thinking prior to the group discussion (1 min quiet think, 2 min partner talk, then group discussion) Students were sharing their ideas and adding on to each other's thinking. I would like to work on having more students ask each other questions. 

Knowledge: I pressed for accurate math terms, since my main goal for students was to have them practice using language precisely (MP6). For example, one student said D doesn't belong because it's the only one that "doesn't cross two." I asked the student if she could get more specific and she said she couldn't remember the name, so another student helped her out and said "the y-intercept is not at 2." As I circulated and looked and listened to what students writing and saying, I saw many of them using accurate terms like "linear," "y-intercept," "slope," "exponential growth."  

Rigorous Thinking: For this task, rigorous thinking mostly came up in the opportunities I provided to discuss errors and misconceptions. Some students said A was not linear, so other students were able to argue that it was because it was constantly changing by nothing each time. Students were able to critique the reasoning of others and share their understanding of math concepts and relationships. ]]> 2021-04-19 19:07:58 UTC https://padlet.com/speranzo/pelmtjutv4i38xqg/wish/1434812578