1. January 17, 2019 Adrianna Hunt and Alicia Charbonneau
Math Club
January 17, 2019
Adrianna Hunt and Alicia Charbonneau

2. Agenda Numberless Word Problems (Graphing)
Solving Word Problem Problems
Collaborate with teams

3. Numberless Word Problem
Trick or Treat!
Numberless Word Problem
Brian Bushart

4. What do you notice? What do you wonder?
(Assuming someone says it looks like a bar graph) What do you think this bar graph could represent?

5. What new information was added? How does it change your thinking?
(Assuming someone commented on the previous screen or on this one that there is a bar missing) How tall do you think the bar for Snickers might be? Why do you say that?

6. What new information was added? How does it change your thinking?
Look at the height of the bar for Snickers. How does it compare with your prediction?
Considering everything we know now, what do you think this bar could be about?
What do you think the vertical axis is going to represent?

7. What new information was added? How does it change your thinking?
What does the label on the y-axis mean? Why does it say “In Millions”?
What numbers do you think belong on the scale along the y-axis?

8. What new information was added? How does it change your thinking?
Using the information you know now, how many dollars in sales do you think each bar represents?

9. What new information was added? How does it change your thinking?
What math questions could you answer using the information in this graph?

10. How much greater were the sales for Reese’s than Kit Kats?
What is the question asking? How can we use the information in the graph to help us answer the question?

11. Mo words mo problems

12. Successes, Concerns, and/or Thoughts on POD?

13. Menti.com

15. Sue
Alicia

16. Problems I wasn’t taught this way I don’t understand my standards
Control
Task off the flipchart or test-without anticipating

17. What our brain needs before we learn something new (if we want to retain if for any period)--Prior Knowledge-Make a connection

18. Problem of the Day

20. Think about your success criteria as you solve.
Problem of the Day
A fourth-grade class needs five leaves each day to feed its 2 caterpillars. How many leaves would they need each day for 12 caterpillars?
What are you picturing/visualizing as I read the problem?
Think about your success criteria as you solve.

21. Success Criteria for “We Do”
their seats.
Students use their visual models to explain what they did to their partner.

22. Problem of the Day
A fourth-grade class needs five leaves each day to feed its 2 caterpillars. How many leaves would they need each day for 12 caterpillars?

23. A fourth-grade class needs five leaves each day to feed its 2 caterpillars. How many leaves would they need each day for 12 caterpillars?

24. Mathematical Goal and Success Criteria Anticipating strategies
Successful Planning for Problem of the Day
Mathematical Goal and Success Criteria
Anticipating strategies
When do we post it?

25. Selecting students’ strategies Sequencing students’ strategies
Successful Planning for Problem of the Day
“If I watch and listen during small group independent work, I am then able to use my observations to decide what and who to make focal” during whole-class discussion.
Monitoring
Selecting students’ strategies
Sequencing students’ strategies
Connecting strategies to the goal and success criteria

28. Next, how would you sequence the answers?
Get with your grade levels and anticipate one of the problems (correct and incorrect answers).
Next, how would you sequence the answers?
What questions would you someone struggling or someone who finishes fast?