How are you implementing the concepts from Intentional Talk? What principle(s) are you focusing on? MATH TALK1) Discussions should achieve a mathematical goal. 2) Students need to know what and how to share. 3) Teachers need to orient students to one another and the mathematical ideas. 4) Teachers must communicate that all students are sense makers and that their ideas are valued. Share how you implemented the principles and and which planing template you used to help facilitate your discussion. |

## Math Discourse - Class Blog

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12 Comments
Mo Prince
3/16/2015 05:04:18 pm
Last week I had noticed that a few of my first graders were drawing circles to represent larger numbers so I used the What's Best and Why template (Appendix D) to facilitate a discussion. My mathematical goal was for them to see that it was faster/easier to use ten sticks to represent larger numbers. My number string included 20 + 10 = ?, 50 + 30 = ?, 42 + 10 = ?, and ? = 12 + 60. The first one was easy for most of them and I modeled making circles and then ten sticks.
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Hyun Moon
3/22/2015 09:27:44 am
My students had the most difficult time solving "How many tricycles are in a shop if there are 18 wheels?" despite having manipulatives. In fact, hands-on visual tools became a distraction and the boys quickly retreated to their own worlds building fortresses. The boys needed one –on- one guidance to group 18 counters by three and the explanation of why. The result of the individual assessment was the students are not yet comfortable making groups of 2, 3, and 4... as they lack experience working with available tools to solve problems and think outside the box. I would like to keep working on this question and see if my students are able to share the ways in which they arrived at an answer with one another. Furthermore, I wonder how my students would do if the number of wheels in a shop changes.
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Julie Ramser
3/23/2015 04:21:48 am
I did not use one of the templates this week. I focused on conjectures for my observation with my principal. I could have used the define and clarify template using the vocabulary word conjecture. I also could have used open strategy sharing for math word problems we have done.
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Michelle Robertson
3/23/2015 04:22:24 am
I used thenOpen Sharing strategy. The students are getting better at explaining and repeating others thinking, but still have a long way to go. I had them work in partners to come up with a question and to solve the following problem. There were 7 kids at the beach and each kid found 3 seashells. Once they solved it we shared out as a group. When the student shoved it a similar way they could explain the others thinking. When it was a different way, most had trouble. Some still have trouble explaining their own thinking. But many are well on their way! I can imagine the kinders today will be so efficient at explaining their thinking when they are in 5th grade and have had the years of experience.
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Lori Hewitt
3/23/2015 04:50:05 am
I started using the "Talk Moves " from Chapter 2 on page 22 at the very beginning of this class. I meant to share earlier. I made a poster like the one on page 22. I refer to the chart constantly with my students. It is a great way to get our classroom discussions started. It guides teacher and student talk.
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Angelina Salyers
3/23/2015 05:02:35 am
I have been focusing on Principle #4- Teachers must communicate that all students are sense makers and that their ideas are valued.
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Kathy Koford
3/23/2015 05:11:13 am
I didn't actually use one of the templates this week. I think they are great, but for me who struggles to get everything done, it seemed like one more form to fill out. I usually jot down problems and notes of misconceptions that I see on the students' classwork/homework. I post the misconceptions and then we go over them. They always assume that the misconceptions are from Puzzled Penguin. They have come to care about him and want him to understand the math concepts. (I love first grade!) I am using a lot of the strategies in the book, particularly the open sharing strategy and the compare and connect strategy. Our math discussions are going pretty well. I love the quiet signal that they use to show me that they have solved the problem. It is much better than hands waving wildly in the air. I am trying to allow more wait time, and I am having students repeat what another student says.
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Erika Lee
3/23/2015 07:55:23 am
I am focusing on principle two during our mathematical discussions in my K/1 class.We are working daily on what and how to share. In order to do this, I have students contribute to the mathematical discussions by using complete sentences. I made sentence strips that are displayed on a pocket chart that we reference. This provides a framework for how to share their ideas, how to share their predictions and how to say that they respectfully agree or disagree with a classmates position. Students are also required to explain why they think what they think .I ask them to explain how they solved the problem and what tools they used such as the number line, hundreds chart, manipulatives and/or fingers. I ask students probing questions to dig deeper into their thinking. I record their mathematical thinking on the white board or on an anchor chart. The students love seeing their initials or names next to their thoughtful and insightful contributions.
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Lindsay Henning
3/24/2015 10:36:51 pm
I used the "Why? Let's Justify" template when planning last week with a focus on Principal 1 of meaningful discussions. I didn't completely use and fill out the form but did use it as the base to plan my lesson. My students have been struggling with justifying their answers. Many of them just state what they did, not why they did it. I chose a questions they had previously seen from Math Expressions that involved multiple steps of adding and then dividing.
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Angela Villaluna
3/26/2015 07:24:53 am
I first focused on principle #4: teachers must communicate that all students are sense makers and that their ideas are valued. I used the Troubleshoot and Revise template. I was noticing that students were decomposing an improper fraction by using just unit fractions...35/8 = 1/8 + 1/8+.... We had to review that you can decompose this faction by using a whole 35/8 = 8/8 + 8/8... The template helped me plan my explanation, lesson, and exit ticket. I felt that I was clear with my lesson because I was prepared and practiced in what I needed to cover.
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Danelle Block
5/10/2015 12:12:57 pm
I used the Open Strategy Sharing template. I opened the lesson with a problem related to our recent field trip to the farmer's market. I wanted to use a situation I was sure all the students would be familiar with. The problem involved decomposing numbers to solve. I used some of the "Talk Moves" (revoicing, adding on, and wait time) and tried to get those "how' questions in there. Students were able to solve the problem using three different strategies. The discussion lasted two days. The template really helped me plan out the second day's discussion- making it more valuable for the students.
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DeMaur Herrera
5/10/2015 04:59:52 pm
I used the justify principal. I made a chart of math sentence starters and would refer to it and model during our math talks. I made it very obvious to students by talking out loud using the chart. Since I have introduced the written sentence frames it is so much easier for the students. However, the second it is not visible, it seems they have lost the words to explain and disagree with another's work.
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