## Math Discourse - Class Blog

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Lou Ellsworth-Yow
4/9/2015 09:40:22 am
I am working on getting my students to begin asking each other questions in order to help out with their thinking. The first grade teachers in this class agreed to work on a number line, having the students put up numerical representations between 0-100. If a student places it incorrectly, we want to help them put it in the correct spot without saying, "It's 10. It goes right there." So far, I have had about 6-8 students participate with zeal. 2-4 are semi-engaged. The balance are checked out. Yet, I do have most students now asking, "Why did you put that number there?" and their follow up is usually more specific. "Why didn't you put it RIGHT THERE?" I am continuing to pursue this process so I can transition it to the topic/unit that I am teaching. But I am challenged with getting more students to buy in. It might be too high level for some students at this point. It has been an enjoyable discussion, nevertheless.
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Mo Prince
4/14/2015 08:01:23 am
I have six groups of four in my class so I randomly gave each group a blue card with the number 0, 25, 50, 75, 100, or 125. Each team had to decide as a group where to place the number on the number line and choose their representative to place their number on the string. (Interesting observation: the group with 125 was the second to go and placed their card in the middle because they were not sure what other numbers the other teams had! So, only half of the string was used for a while.) I started with this small group activity because I thought it would be a good way for the quieter students to have discourse in a smaller group setting.
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Hyun Moon
4/16/2015 03:49:37 am
Open number line offered our class the chance to practice math discourse safely as a group. All students practiced verbalizing their thinking using following sentences provided as visual cues up on the whiteboard:
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Tom Martin
4/19/2015 01:28:29 pm
I planned a lesson on something my class is struggling with while addressing Teachers Role – Level 2 from the Levels of Discourse Matrix.
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Kathy Koford
4/19/2015 02:28:27 pm
I am trying to help students ask questions of each other. The question asked most frequently is, "Why did you do that?" I am encouraging them to rephrase that question to, "Can you explain how you solved that? or "Can you explain your thinking?"
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Angelina Salyers
4/20/2015 02:01:06 am
The K Team has decided to work on having our students ask math questions of each other. My class has been working all year on trying to question each other's thinking, but it has been a difficult task.
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Lindsay Henning
4/20/2015 07:39:15 am
We've been really working on having the students prompt each other with questions to further their learning. At the beginning of the lesson during some of our number talks I've been asking a student (who is struggling and wants help) to come up to the whiteboard and work on a juicy problem in front of everyone. The class can only ask questions to guide their thinking. It's been working out really well to do this in combinations with scouts. They've become little parrots, and the questions they ask are improving. Some examples of the questions that they've used that are working are: Why __________ ? How do ___________ and ________ compare? What step did you do first? Then what...?
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Erika Lee
4/20/2015 09:29:57 am
It was challenging to have the kindergarteners ask each other questions about the math problem. Most students were able to solve the cookie problem and determine how many cookies Jan and Maria ate and how many they baked in all. However, when they were supposed to ask each other the guided questions as to how they knew that information, the class struggled. We had a discussion in advance and created a T-chart about what asking questions looks and sounds like. We also reviewed the sentence starters and I gave explicit directions as to how to ask each other questions and they still had a hard time with it. I am looking forward to discussing this lesson with my group to think of more ways that I can better help them understand this concept.
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Robin Horenstein
4/20/2015 11:39:40 am
I feel I've benefitted from the book Intentional Talk to help me with my questioning and "math talk." By focusing on the different templates(i.e.- Why Let's Justify, Open Strategy Sharing, Compare and Connect) In'm better able to structure the leoon. I've also learned for the procedure of having the students work on a problem without my guidance and merely allowing the students to use qestion=starters to find their solutions. Having started our math class with a problem has put me in mind to follow that routine with any new concept I am introducing
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Amber Hatfield
4/20/2015 02:05:37 pm
We have been working on questioning in my class. Some of the question stems we have used are:
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Brenda Pfeifer
5/9/2015 08:35:12 am
I used the Define and Clarify planning template for my Jumbo Inch lesson. The students made their jumbo inches with adding machine tape and folded it into fractional parts. I was surprised at how excited they were with the novelty of the paper. Once they got the hang of it, they were excited to continue folding the inch into smaller parts. After working through to 1/32, I brought it back to benchmark fractions and started the discussion with decimals. If 1/4 = .25, what would 1/8th be? This was great practice for division. I really liked this lesson and am excited to incorporate it at the beginning of fractions next year.
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Brenda Pfeifer
5/9/2015 08:39:01 am
I forgot...the students worked on asking questions of the relationship of each fraction as we got into smaller parts. Taking it from smaller to larger and from larger to smaller. How many 1/8 units are in 1/4? 2/4? 3/4? Whole? What fractions are equivalent?
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Michelle Robertson (TK/K)
5/9/2015 01:10:21 pm
First we created a t-graph to demonstrate what our classroom would look like if I was teaching them how to ask questions in math. The next day I went over sentence stems and questions they were to practice asking each other during math lessons. The third day we worked on a fairly basic math problem using math tools. After reviewing the questions and stems, they practiced asking each other. They were asking, but really didn't know what they were doing. Sometimes they would ask something someone else just asked. If I said, "Good question." They all started asking that question. Though I feel like I didn't get very far in getting them to ask questions, they are getting better at explaining their thinking to each other.
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Julie
5/10/2015 05:28:14 am
The K teachers were trying to get our kinders to ask each other more questions regarding their math problems.
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DeMaur Herrera
5/10/2015 04:29:54 pm
I started my week off by making t charts on asking questions. I had each student participate in adding comments with post it notes. They commented on what math discussion looks like and sounds like. I then gave them an area problem and specifically asked them to focus on the discourse we just discussed on the t-chart. Honestly at the end of the lesson, I was not satisfied with the questions the students asked. It was very on the surface questions and response. It was authentic questioning, but instead going to that one sentence starter they felt comfortable saying. I have a lot of growth and modeling to accomplish in this area.
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