Supporting Student Mathematical Discourse Blue Taylor Math.newvisions.org What’s the pattern for each? 1, 4, 27, 256, … 1, 5, 14, 30, 55, … 2, 5, 10, 17, 28, 41, 58, …

Student Discourse Questionnaire Hope to accomplish? Challenges? Strategies and tips? Resources? Answer with partner.

Passing Activity Pass all questionnaires to another table. With partner read a response Use sticky notes to comment, ask questions, or share suggestions. Pass around your table until you and your partner have read and commented on them all. Switch with another table.

How would this activity work with a Math Task? Have you tried something like this before? If so share with your table.

Let’s Do Some Math Pencils down

Contemplate then Calculate An Instructional Routine Prompting Structural Thinking (MP7) Experience and Reflect Hmmm…

Contemplate then Calculate WHAT: Practice looking for shortcuts using what you know about the way numbers and operations work. WHY: to “think like mathematicians”, to use mathematical structure to find shortcuts. Hmmm…

Notice Find Calculation Shortcut Share and Study Shortcuts Reflect on Learning Contemplate then Calculate Hmmm…

What do you notice?

I noticed… What did you notice? Share

Find Calculation Shortcut Find the value quickly “in your head” fewest calculations Explain why your shortcut works.

Find Calculation Shortcut Find the value quickly “in your head” fewest calculations Explain why your shortcut works. Find the coordinates of point E.

Share and Study Shortcuts Presenter We noticed… so we… We knew… so we… Our shortcut works because… Audience They noticed… so they… They knew… so they… Their shortcut works because… Find the coordinates of point E.

Reflect on Learning A.When thinking structurally, I have learned to ask myself… because… A.One way to ‘uncover’ the relationship between two values is to…

What Moves Did We Enact to Support Student Discourse in the Activity?

Create Dialogue Use problem to write example of student dialogue with teacher moves to support it.

Mix & Mingle Protocol Person A and Person B

Thank You for Participating! Polleverywhere number: 8296 Matthew Blue Taylor Math.newvisions.org For more instructional activities: TEDD.org