1. Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students’ Responses

2. What Mr. Bannister is thinking and saying:  Tamika should go second.  I’m afraid some kids will write dollars and cents the same.  Group 5 will share the equation that they got.  And what should you have put here?  Where would.04 and 5 be on in the graph?  I’m an awesome teacher because I used the 5 Practices!  Jeff Linder has a hairy back.

3.  WHAT mathematical ideas will be shared?  Purposeful  Teacher control  WHO will present during the discussion?  Who has not presented recently?  (Students knew that any member in the group could be asked to present.)

4.  Build a mathematically coherent story  Most commonly used strategy first?  Or a common misconception first?  From concrete to abstract?

5.  Most challenging  Make math visible and understandable  Bridging between what students know and what will be learned  Individually: read pages 51-56

6.  Chapter 6: Asking Good Questions and Making Students Accountable  Chapter 7: Lesson Planning  Chapter 8: Improving Classroom Discussions School-wide