Session #3

Focus: Anticipating what students will do - 5 Practices for Orchestrating Discussions

Classroom Materials:

Teacher Content Sessions:

Debriefing

Bradley: Focused on supporting the teachers in using more precise mathematical language and also in using tools/manipulatives during instruction. In grade 3, the consultant modeled how to have students work in partnership to solve a word problem. The consultant redirected students after asking assessing questions as a way to connect mathematical ideas.

In grade 4, the consultant modeled the structure of “Teacher Tell Me” and focused on the concept of adding mixed numbers where regrouping was involved using a number bond or bar model. Consultant focused on using a labeling all the parts of the model.

In grade 5, the consultant worked with the teachers on deepening their content knowledge about operations with fractions and comparing fractions using fraction bars and Cuisenaire Rods.

Next Steps:

Grades 3 and 4: Plan out lessons with teachers and go into classrooms to support the use of math tools. Teachers should try out pedagogical structures.

Grade 5: Have teacher attend online PD session to further teacher content development.

Webber: Focused on supporting the teachers in using more precise mathematical language and also in using tools/manipulatives during instruction. In grade 3, the consultant modeled how to have students work in partnership to solve a word problem. The consultant redirected students after asking assessing questions as a way to connect mathematical ideas. The consultant advised the teacher on some strategies for supporting students in being able to equally partitioning when folding paper and drawing models. The consultant also modeled how to help students use precise mathematical language, but also how to group fractions as a wholes, and say says fractions that are greater than one by having the students skip count by fractions. This was also done in fourth grade.

In grade 4, the consultant modeled how to use the worksheet that was being done in class to do Rally Coach. We do not encourage the use of prefabricated worksheets, but since it was already being used, the consultant showed the teacher how to use a pedagogical structure to foster student engagement, collaboration, discourse and the more precise use of mathematical language.

During the after school session, the consultant worked with the grades 3 - 5 and the CRT teachers on deepening their content knowledge around comparing fractions and multiplication and division of fractions.

The following resources were emailed to the 3rd and 4th grade teachers:

From Standards Explained:

Next Steps:

Grades 3 and 4: Plan out lessons with teachers and go into classrooms to support the use of math tools.

Grade 5: Have teacher attend online PD session to further teacher content development.

E.E. Taylor: Focused on using visuals, diagrams and tools when problem solving. Also, focused on using structures that allow and foster student communication, especially listening, synthesis and evaluation skills. Grade 3 did the Face Me Diagramming with the The Brownie Problem. Grade 4 did the Teacher Tell Me (problem #1). For Teacher Tell Me teachers have to make decisions about how and when in introduce the concept. For example, teachers can teach:

  • Whole Group and model for the entire class the mini-lesson and then have the “teachers” replicate the mini-lesson, but with new problems.

  • Small-Group/Guided Math Centers and show the “teachers” directly what they are expected to do. The “teachers” could then teach the other students right away or they could then teach their “students” the next day.

Grade 4 teachers began creating their own Teacher Tell Me sheets based upon where they were in the curriculum. Grade 5 students focused on using multiple math tools to make sense of the situation.

Next Steps:

Grade 3: Use problems to make connection to the deeper mathematics. For example, the Brownie Problem allows students compare fractions, make equivalent fraction, and model fractions using diagrams.

Grade 4: Develop a 4 to 6 week schedule for which students will be “teachers” and when. Implement “Teacher Tell Me” and invite colleagues in to see.

Grade 5: Use math tools to act out problems. Use problems to make connection to the deeper mathematics. For example, the Bus Problem allows for an investigation as to when we need to multiply vs. when we need to divide in a given situation. Also the problem allows for the showing of multiple ways of showing thinking.

Additional Resources:

J.P. Thomas: Focused on using visuals, diagrams and tools when problem solving. Also, focused on using structures that allow and foster student communication, especially listening, synthesis and evaluation skills. Grade 3 did the Face Me Diagramming with the Pizza for Lunch (revamped to be The Brownie Problem). problem. Grade 4 did the Teacher Tell Me (problem #1). Teachers also created their own Teacher Tell Me sheets based upon where they were in the curriculum. Grade 5 students focused on Face Me Diagramming with the problems listed above for 5th grade. Students were encouraged to use tools to act out the situations. We also used redirection to select, sequence and connect information.

Next Steps:

Grade 3: Use problems to make connection to the deeper mathematics. For example, the Pizza for Lunch problem allows students compare fractions, make equivalent fraction, and model fractions using diagrams.

Grade 4: Develop a 4 to 6 week schedule for which students will be “teachers” and when. Implement “Teacher Tell Me” and invite colleagues in to see.

Grade 5: Use math tools to act out problems and use redirection to help students select, sequence and connect concepts and ideas.

Build number bead string. Look at the following resources:

To Purchase on Amazon:

For a classroom of 20 students you will need:

1 bag of red beads

1 bag of white beads

1 bag of laces

(You might be able to get these materials from other craft stores, such s Michael’s or Hobby Lobby.)

Instructional Videos: Watch the grade-level appropriate video from Dr. Nicki about ways to use this tool.

Christine King