## Math Discourse - Class Blog

Share and learn from each other by posting comments, photos, and videos.

Share and comment on what you tried with your class. What did you observe about student progress and the use of the mathematical practices? - due January 26th
20 Comments
Lori Marston
1/13/2015 07:29:39 am
I did the juicy problem today with a small group. What a blast! The kids questions were priceless. Filmed some for cheap entertainment. The definitely make you think.
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Lou Ellsworth Yow
1/14/2015 10:11:00 am
I did my juicy problem to my 1st grade class today. I gave the scenario (Colored Jerseys), but had them discuss with their tables what type of questions they could generate. Most students looked at me like they were "Puzzled Penguin". I feel my students are used to solving problems and are not in the practice of coming up with their own ideas/questions. I ended up scaffolding and giving a sample of something they might ask. A few were inspired to write some questions, after using various manipulatives (connecting cubes, markers). I feel this is the first step in creating dialogue. But I also feel they will be relieved once I give them a question to answer. I am a bit torn about how to approach the next step on how to begin a dialogue. Guess this is why I am taking the course.
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Lori Marston
2/23/2015 04:30:59 am
I love doing the juicy problems, however I think doing them in small groups is great and productive. I do want to try whole group discussion in the near future but am intimidated heehehe
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Mo Prince (First Grade)
1/14/2015 12:00:35 pm
During small groups, I presented the juicy problem, "Colorful Jerseys", to my students omitting any questions to answer. Right off the bat, we were working on perseverance--we had to read it several times...slowly...one sentence at a time to understand the story. Afterward, I asked, "Does anyone have an observation or question about the story" One student quickly replied, "Nope! We're done!" Another replied, "It's unfair to line up by the color of your shirt." (Think MLK!) One child said, "Five is an odd number." (Yay! a mathematical observation!)
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Lori Hewitt
1/16/2015 08:19:38 am
Today I used a juicy problem with my whole class to implement the story-board strategy. We decided to use the online Problem of the Month for our juicy problem. We used the "Squirreling it Away, Level A" problem. I retyped the problem leaving out the question and added specific instructions. I gave my students an ample amount of time to discuss the story's events. Once they were on their own creating a story-board, I noticed they were spending too much time on the art of the pictures. I had to remind them not to focus on the detail of the pictures, but the story's events. However, they were enjoying themselves.
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Mo Prince (First Grade)
1/19/2015 12:46:32 pm
On Friday (1/16) I presented another juicy problem, "Counting Cubes". This time I had the students divide their paper in fourths and told them that they would sequence the story problem after we read it. I had unifix cubes on the table for them to use if they needed/wanted them to help them think.
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Kathy Koford
1/22/2015 11:44:10 am
Wow! I am not sure what I was expecting, but presenting a problem to first graders without the question was a little more challenging than I expected. I decided to go at this first problem "cold." I really wanted to see their thinking before any modeling and practice. First grade did the "juicy" problem about the jerseys. We read it a couple of times together. After reading it, I asked them if there was a question connected with the story. They all said "no." When I asked them what questions might be asked, many just stared at me in confusion. Several students did come up with questions and then solved them. For many, just coming up with the question was enough for that time period. I really didn't stress that they sketch out the story - my mistake! Some did, but many just wanted to write an equation.
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Julie Ramser
1/24/2015 05:44:05 am
I did the question with my Kindergarteners on Tuesday. It was SO interesting to see how conditioned they already are to giving the answer. Most would not listen to my actual words when discussing the story. They would automatically just give me the answer. I might of asked them to come up with a question and they give me an answer with out a question. So when it comes to math I now ask lots of questions before coming to the answer.
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Michelle Robertson (TK/K)
1/25/2015 02:57:57 am
It was very interesting to tell a math story without a question. They automatically start giving the answers, even though the question I asked was, "What would be a question you could ask about this story?" They hear what they want to hear. When they solved the problem, for many, it was challenging for them to articulate how or why they solved it a certain way. Some could get to it with questions from me, but some just could't get there. Many persevered on their own, others needed prodding from me to continue. Some modeled with tools, drew pictures, and wrote equations. Others only drew pictures or only used tools. I found it interesting that one of my most capable students had trouble solving the problem accurately. She was so confused that her pictures, number, and story didn't match each other. Meanwhile, one of my most challenged students was able to tell me the story with an accurate outcome.
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DeMaur Herrera
1/25/2015 11:13:19 am
I assigned the juicy problem to my third graders and they loved it! I started with level A and had the students make a story board. The class quickly was begging for more which I was happy to give. It really helped me with differentiating with all my students. One group was still on level A the whole time, while some wanted level C. I really saw how making a story board and having kids just retell the story without any actual numbers helps!
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Danelle Block
1/25/2015 12:43:30 pm
I used the problem of the month, Squirreling It Away- level 1, with my second graders this past week. We started out by reading and retelling the story several times, as a whole group and then with a partner. When students realized I wasn’t interested in an answer right away they really enjoyed telling the story over and over again. Once everyone was able to retell the story, they headed off to their desks to work individually- using drawings and manipulatives to create a model. I was amazed how well each student was able to create a model and solve the problem. Spending the time retelling the story enabled each student to confidently and correctly solve level one of this “juicy” problem…now my students are eager to move on to level 2!
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Hyun Moon
1/25/2015 12:55:45 pm
I presented 1st grade word problem titled, “Colorful Jersey” to my SDC students in grades (6-8) during Math Rotation one by one. The following steps were took to ensure students fully engage without showing resistance:
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Erika Lee (Kindergarten)
1/25/2015 02:02:49 pm
I observed that the juicy problem with an open sharing strategy was challenging for my kinders. I adjusted the problem from 10 snowmen to 5 so that we could do it first as a whole class together before they went to their desks to work with their table partners and manipulatives.
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Janelle McGoldrick
1/26/2015 12:30:09 am
I did the juicy problem with my whole class and they LOVED creating their own question(s) to the word problem. The great thing about it, even my most reluctant student felt successful and was working with her partner. When I taught them the storyboard, they really enjoyed the process because it allowed them to see the problem in action.
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Lindsay Henning
1/26/2015 03:12:01 am
We did our juicy problem this morning and it went better than expected. As a class, we've been working on close read math problems that involve a series of steps, basically forcing them to slow down and work on the process of determining a solution. But, a lot of my kids are still hooked on finding an answer, getting frustrated, then shutting down. Omitting the question really, really helped today. It seemed to take away their anxiety of not solving something "fast" or knowing the answer immediately. They really liked creating their own questions as well.
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Angela Villaluna
1/26/2015 04:14:01 am
I was able to present two juicy problems these past two weeks. I was very surprised with the first problem when the students struggled with not being able to retell the story. They immediately wanted to solve a problem. I tried then presenting the next problem as, "Here's a situation..." Retelling then seemed easier.
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Amber Hatfield
1/26/2015 07:02:28 am
We worked on close reads of word problems. The students seems so much more confident in their abilities with being presented with smaller steps than tackling the whole problem at once.
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Caroline Perron
1/26/2015 11:53:57 pm
I presented a juicy problem with my students as a whole group. All I did was present a story and then they worked in partners to retell the story to each other. I also asked what kind of "tools" we can use to retell the story. Responses were colored markers and pens and cubes of different colors to reflect the pattern in the story. I then asked for three questions we can generate based on this story. This week in centers I will post the story again and they will retell and story board the story and generate their own question(s). I'm excited to see what questions they will generate.
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Lori Marston
2/5/2015 12:25:59 am
I really enjoy talking with first grade teachers at other sites. I love that we share pros and cons of adapting to common core. The aha moment for me last class was that math talks need a planned outcome so to speak. I feel like I have embraced math talks this year, but after reading the book I now realize I must fine tune them to make them more effective.
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Amber Hatfield
2/9/2015 06:35:01 am
My students were given their "juicy problem" without the question attached. A math assignment without a question was very confusing for the students, this facilitated a great classroom discussion on how to proceed. Later, we agreed on a few questions we would like to answer as a class. After the students had "solved" the agreed on questions, they enjoyed being able to prove their answer right while using math manipulatives.
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