I collected information on the resources our school provides and put them together for students to read.

There are visuals, sentence stems, and sentence starters.

The sentence starters are meant to be printed out and placed visibly in the classroom (as they are in my classroom).

The following two pages would be cut in half. The students choose which task they are most interested in.

The last page is a page I provide for students who want or need extra practice with this topic (they can try more of the tasks).

They choose their answers based on their interests on the first page. Then, they use their answers to complete the classwork assignment.

In this Sway, there are videos AND written instructions for how to effectively use Formative.

I believe this activity encourages higher-level thinking and provides students practice communicating about math.

At the end, they create their own example, which promotes higher-level thinking.

a) Think-Pair-Share; I allow students to talk about their answers with another student. When they are called on, they can either elaborate on their answer or their partner's answer. They could also discuss if their answers were different, which would lead to a class discussion.

b) wheelofnames.com ; I love using this website to randomize which students will show their work. I allow them to work on the assignment first and compare their answers with the people around them. The idea that they could be chosen is a beg motivator for students to talk about their math with other students.

c) Hand Signals; I like to ask students about their understanding. If they are ready to move on, they give a thumbs up, or if they need more time/explanation, they give a thumbs down.

Also, if students are trying examples on their own, I have them show me with their fingers how much more time they think they need (in minutes).

d) Group Work with Roles; Students may work in a group of 3. Sometimes I choose each role, and sometimes I let the students choose their role. One person is the leader, one person is the scribe, and one person is the questioner. Only the questioner can ask me questions during the activity. This pushes kids to communicate about the math and ensure they are all on the same page.