in the Mathematics Classroom “Look-Fors” SMP Student Fors” Teacher Fors” Task Fors” “Look “Look “Look Students: Teachers are: The student task: Use mathematical symbols to represent Provide a variety of problems in different Is cognitively demanding. Has more than one entry point. situations contexts that allow students to arrive at a and Requires a balance of procedural fluency and Take quantities out of context to work with solution in different ways conceptual understanding. them Use think-aloud strategies as they model Requires students to share their mathematical Put quantities back in context to see if they problem solving reasoning make sense Attentively listen to student strategies abstractly Consider units when determining if the during the problem solving process answer makes sense in terms of the context Ask questions about what numbers or situation represent in the problem and how the Reason quantitatively. problem can be represented with symbols and numbers. Students: Teachers are: The student task: Use technological to explore and Make a variety of tools readily accessible to Allows for multiple tools to be used to solve the deepen understanding of concepts students and allow them to select problem Decide which tool will best help solve the appropriate tools for themselves. Has estimation embedded problem Help students understand the benefits and tools Estimate solutions before deciding tool limitations of a variety of math to use Ask questions such as: Compare estimates to solutions to see if the How could you use manipulatives or a tool was effective drawing to show your thinking? Which tool/manipulative would be best appropriate for this problem? Use What other resources could help you solve this problem? 5. strategically. Any additional notes or observations:
“Look-Fors” in the Mathematics Classroom SMP Student “Look Fors” Teacher “Look Fors” Task “Look Fors” Reason abstractly and quantitatively. Students: Use mathematical symbols to represent situations Take quantities out of context to work with them Put quantities back in context to see if they make sense Consider units when determining if the answer makes sense in terms of the context or situation Teachers are: Provide a variety of problems in different contexts that allow students to arrive at a solution in different ways Use think-aloud strategies as they model problem solving Attentively listen to student strategies during the problem solving process Ask questions about what numbers represent in the problem and how the problem can be represented with symbols and numbers. The student task: Is cognitively demanding. Has more than one entry point. Requires a balance of procedural fluency and conceptual understanding. Requires students to share their mathematical reasoning 5. Use appropriate tools strategically. Students: Use technological to explore and deepen understanding of concepts Decide which tool will best help solve the problem Estimate solutions before deciding tool to use Compare estimates to solutions to see if the tool was effective Teachers are: Make a variety of tools readily accessible to students and allow them to select appropriate tools for themselves. Help students understand the benefits and limitations of a variety of math Ask questions such as: How could you use manipulatives or a drawing to show your thinking? Which tool/manipulative would be best for this problem? What other resources could help you solve this problem? The student task: Allows for multiple tools to be used to solve the problem Has estimation embedded Any additional notes or observations:
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