## Math Discourse - Class Blog

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Describe the lesson you facilitated and how the discourse in your class helped the students perform better on a task. Did you use an oral number talk, a juicy problem, a performance task or...? What evidence did you see that made you feel like levels of discourse were moving forward? Refer to "Levels of Discourse" from Hufferd-Ackles, Fuson, and Sherin(2014)
14 Comments
Michelle Robertson
3/23/2015 01:56:15 am
I consistently come away with strategies to use with my students. I love the number line activity!
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Angelina Salyers
3/23/2015 05:06:33 am
My class loves the problem of the month from the Math Scoops newsletters. They are tricky!!! But we break them down and work on them for a couple of days. We can talk about them, work with manipluatives, and some of the students like to share their ideas with the class.
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Lou Ellsworth Yow
3/23/2015 05:58:57 am
I recently did a lesson on "Greater Than/More Than/ Most/Fewest" using 3 favorite colors as a data set, and then 3 favorite ice cream flavors as their data set. I found it very useful to let the students generate their own questions based on the data, making sure they use the prescribed vocabulary. They were very engaged by being able to write the question, give the answer and prove it on their whiteboards. I feel they became more confident when they showed that they could anticipate what MY next question was going to be. I think I underestimate what the students are capable of and it is good to be reminded that they have a higher level (or at least a desire) of thought within them. This was a satisfying revelation.
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Angela Villaluna
3/26/2015 09:39:09 am
I typed up a few sentence starters and gave them to the kiddos to use during a math discussion. We are reviewing for our unit 6 test on fractions. They we actually excited to use them and I noticed many more participating in the discussion. I think we are on a roll to improving 'building student responsibility within the community.'
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Mo Prince
3/29/2015 03:35:16 am
I introduced an open number line to my class on Wednesday. I gave each group a number (0, 25, 50, 75, 100, 125) on a blue card. I randomly picked a group and had that group determine where the number should go on the string taped to the board. After that assignment was completed I gave each student a number problem on a white card. Each student needs to solve the problem and determine where on the open number line his or her card would go. The number problems involve adding or subtracting tens and ones to practice that concept. The number line has remained up on the board and the children keep asking me when they get to have their turns: a good sign!
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Lori Marston
3/29/2015 08:07:33 am
The first grade team decided to do a number line as our lesson of the week. I love these number lines and honestly the possibilities are endless. My class loves that they are working hands on and getting some limelight. Every week I take away MORE great ideas. Thanks
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Hyun Moon
3/29/2015 11:51:33 am
This week, I made the conscious effort to support my students’ development in the mathematical thinking by implementing “Mental Math” using ten frames and “Open Number Line.”
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Danelle Block
3/29/2015 04:18:38 pm
I love the number line idea. This week I'm using it with my second graders as we discuss time and A.M./ P.M.
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Danelle Block
5/10/2015 12:26:21 pm
I just wanted to add that the number line prompted a wonderful discussion! Great way for students to view the clock as a number line and gain a better understanding of A.M. and P.M. Students enjoyed the lesson so much they asked if we can "play" the number line game again soon.
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Kathy Koford
3/30/2015 05:12:51 am
I love the idea of the number line, but I haven't been able to do it with my class yet. We are going to start on Wednesday. Each student will get an expression or a number represented in different ways. One person might get a number shown with sticks and circles. Another one may get a card that has the words five tens and three ones. Others might get something like 80-20. I am excited to see how they do with this. I want them to realize that numbers can be represented in many ways. I also want them to know that a particular number has a set value and a particular spot on a number line. I will let you know how it goes.
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Lindsay Henning
3/30/2015 07:48:24 am
I really worked on the timing and pacing of productive math talks. I started setting a timer with the students, and really let myself and the students know that it was OK to not finish the discussion. I used the number line with the students asked them to put fractions, whole numbers, and decimals on it, and then debated whether or not a fraction was a number. The whole process lasted three days, tabling the discussion to finish on another day. It worked out so well! All the students were engaged and able to participate because it was so spread out and they had time to process and share. I'm excited to continue doing this more often with other topics with my students.
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Erika Lee
3/31/2015 06:35:56 pm
I facilitated an open number line lesson in my class. It included various numbers from 0-10 and images of shapes, ten frames, linker cubes and ten sticks. The students' goal was to move the cards so that they were in number order.
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Lori Hewitt
5/10/2015 09:53:12 am
I had my students work in pairs to solve a problem on area with two rectangles equally one garden. I downloaded and copied the Mathematical Practice Icons with questions attached. I used them for this lesson. I chose to focus on MP#4. I went over the questions and told them that they needed to answer them for the problem. Having the questions was a great way to guide the students. I referred to them as I circulated the room. When they were done, I had one group explain their thinking. I should have used the sample questions for MP#3 to guide the discussion. I plan on using these questions for each MP more often. For the remainder of the year, I will choose problems for students to solve together using one MP sheet of questions at a time, so they will become familiar with the questions. Hopefully, by the end of the year they will be using more than one set of Mathematical Practice questions to solve a problem at a given time.
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DeMaur Herrera
5/10/2015 04:43:32 pm
I did the performance task on fractions for third grade. I took away from the class the use of effectively using number lines for fractions. I assigned a pizza fraction task and walked around the room. The students worked in partners and I could hear students discussing multiple ways they could prove or model their thoughts. Once completed, students got up in front of the room and explained their thinking to the class. Students validated or disagreed with the math..not the person. Overall, huge growth!
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