within the context of the problem itself. While 167 divided by 48 gives us an answer of 3.47 or 3 with a remainder of 23, a student cannot use their calculated answer to solve the problem because the problem is not asking them to solve 167 divided by 48. The problem is asking them to determine how many buses are needed. Division is one tool that can be used to determine this. Others are estimating, rounding, etc. The final answer is that 4 buses are needed. Slide 30 SMP2: Review the instructional supports on the slide. Slide 31 SMP2: Review the ‘I Can” statements on the slide. Ask participants if they would add any statements here that would better fit students at their grade level. As volunteers provide their statements, make sure that they align with the practice so that students are receiving the correct information. Slide 32 SMP3: Ask volunteers to read the two quotes on the slide aloud. Ask participants to tell you some thoughts or key words that jump out at them and to chart their responses so that there is a visual to discuss. Some things to watch and listen for are: construct arguments, arguments of others, decide, ask useful questions, improve arguments. As participants look at the completed list of their responses on the chart paper, have them think about what is not said. After a 30 second wait time, explain that this practice is not just about students just explaining their work. It is about students telling why what they did works, or didn’t work. Remember, it is important for students to know and understand where something went wrong. Not knowing why something did or did not work can lead to misconceptions. Critiquing the reasoning of others does not mean to simply tell if another student got the answer right or wrong. It means that a student has to understand a peer’s approach and be able to tell why the mathematics behind that approach worked or did not work. Use the next four slides to support these two quotes. Slide 33 SMP3: Go over the points on the slide and further emphasize to participants that this practice is continuous as in “ongoing.” Constructing viable arguments and critiquing the reasoning of others is something that should be done in small and large group discussions, in students’ own work, etc. This should happen all the time! Before moving on, have participants determine which of the problems best align with this practice.
within the context of the problem itself. While 167 divided by 48 gives us an answer of 3.47 or 3 with a remainder of 23, a student cannot use their calculated answer to solve the problem because the problem is not asking them to solve 167 divided by 48. The problem is asking them to determine how many buses are needed. Division is one tool that can be used to determine this. Others are estimating, rounding, etc. The final answer is that 4 buses are needed. Slide 30 SMP2: Review the instructional supports on the slide. Slide 31 SMP2: Review the ‘I Can” statements on the slide. Ask participants if they would add any statements here that would better fit students at their grade level. As volunteers provide their statements, make sure that they align with the practice so that students are receiving the correct information. Slide 32 SMP3: Ask volunteers to read the two quotes on the slide aloud. Ask participants to tell you some thoughts or key words that jump out at them and to chart their responses so that there is a visual to discuss. Some things to watch and listen for are: construct arguments, arguments of others, decide, ask useful questions, improve arguments. As participants look at the completed list of their responses on the chart paper, have them think about what is not said. After a 30 second wait time, explain that this practice is not just about students just explaining their work. It is about students telling why what they did works, or didn’t work. Remember, it is important for students to know and understand where something went wrong. Not knowing why something did or did not work can lead to misconceptions. Critiquing the reasoning of others does not mean to simply tell if another student got the answer right or wrong. It means that a student has to understand a peer’s approach and be able to tell why the mathematics behind that approach worked or did not work. Use the next four slides to support these two quotes. Slide 33 SMP3: Go over the points on the slide and further emphasize to participants that this practice is continuous as in “ongoing.” Constructing viable arguments and critiquing the reasoning of others is something that should be done in small and large group discussions, in students’ own work, etc. This should happen all the time! Before moving on, have participants determine which of the problems best align with this practice.