Equity Theme: How do we cultivate strong mathematical mindsets in our classroom community which encourage thoughtful, on-task participation?
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Content Goal: By the end of the lesson, the students will be able to feel comfortable enough to participate in math talks in some way (verbal or non-verbal). They will be able to see dots within a ten frame, and count (in some way) how many dots there are (counting on, addition, subtraction, etc.).
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Assets:
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Assets:
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All students:
With our data, we calculated that 15 (out of 16) students participated in on-task work and conversations 98% of the time. Some of the work to the right shows the differences in strategies between students. Some students decided to directly show the dots how they saw them on the projector, while others decided to represent the dots with number sentences. At the end, all students placed their sticky note on the anchor chart. Though it was interesting that two students placed their stickies on the blank part of the anchor chart, instead of on a strategy they would like to try in the future. If there was more time, I would have loved to ask them why they did that (if it was that they wanted to try a strategy not showed on the chart, or if they just didn't want to participate in this part of the lesson). |
Mirroring of Math Norms: 94%
Participation of 1st thumbs up for understanding: 87.5% 2nd thumbs for understanding: 100% Work at their tables: 15 out of 16 students on task for 98% of the time |
Discussions heard at tables:
“Like a white paper for the board?" “All these are 10!" “I see ten!" “Who needs more dots?” “Who needs red?" “Ah I made a mistake, that's okay" “I can help you" “I didn’t have enough dots so I drew the rest" “Seven red!” “7+3= 10” “8+2 and 7+3 = 10” |