2. To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (5) Homework and Practice (6) Nonlinguistic Representations (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (9) Generating and Testing Hypotheses (10) Cues, Questions and Advance Organizers

3. (8) Setting Objectives and Providing Feedback G= Goal The overarching goal of the lesson was: Choosing appropriate strategies to solve problems The teachers were measuring progress towards: Decomposing numbers (tens and ones) Decomposing numbers (tens and ones) Symbolic notation Symbolic notation Mrs. Scott talked with the students about problem solving. She let them know that she and Ms. Eilskov would be watching to see who was breaking numbers apart and using notation.

4. Ethan has ____ packages of silly bands. Each package has ____ silly bands. How many silly bands does he have all together? Mrs. Scott read the problem with the students.

5. “Think about other problems we have worked like this.” “How is this problem like others we have done?” (10) Cues, Questions and Advance Organizers

6. “Visualize it. What does it look like?” ”Ethan has six packages of silly bands. Each package has ten silly bands.”

7. The students all know what silly bands are and have worked several problems about silly bands prior to this lesson. Ethan is a student in the class. The teachers try to make personal connections to the students when they write the problems.

8. Students were asked to rate their readiness. “If you have a strategy go get your manipulatives and get started.” “If you don’t have a strategy stay here with me” (4) Reinforcing Effort and Providing Recognition (8) Setting Objectives and Providing Feedback

9. (6) Nonlinguistic Representations Students picked up bags of manipulatives. Each bag contains an assortment of materials they are familiar with.

10. (5) Homework and Practice Students individually chose their strategies and began solving the problem.

12. Ethan has ____ packages of silly bands. Each package has ____ silly bands. How many silly bands does he have all together? (6,10) (12, 10) (9) Generating and Testing Hypotheses (16,10) (16,12)

13. The teachers dipped in and out of the students problem solving, providing individual new information. Student- “I don’t have enough snap blocks” Teacher- “What else could you use?”

15. Students used different strategies and manipulatives. (16,12)

16. The teacher and facilitator discussed what they observed and decided the teaching points for the whole group share. They quickly realized that some of the students were not seeing ten as one unit (decomposing ten as ten ones).

17. Student’s work was copied to the SmartBoard.

18. Students gathered on the carpet to discuss Ethan and Saul’s work.

19. (7) Cooperative Learning “Turn and talk to your partner.” “What is the same and different about these problems?” (2) Identifying Similarities and Differences

20. Thinking was shared.

21. Ethan and Saul Explained their thinking. Some students came up with an answer of 16. They added 6 + 10. Ethan explained how and why he drew groups of ten. He showed his friends how he counted by tens to get the correct answer. Most of the students drew silly bands in each bag. Saul explained why he quit drawing silly bands and just used numbers.

22. Few students used number sentences to explain their answer. Nancy showed the class how she wrote the number sentence 6x10 (six “groups of” ten). Some students had trouble writing the numeral 120. Mrs. Scott helped the students find a pattern and then write the numeral correctly.

23. Ms. Eilskov helped Jared explain why he used base ten blocks (rods) to represent the silly bands.

24. Mrs. Scott revisited the goals with the students. “Let’s go back and think about our goals.” “Did you break up your numbers?” “Did you show your thinking?” G= Generalize the Goal The overarching goal of the lesson was: Choosing appropriate strategies to solve problems The teachers were measuring progress towards: Decomposing numbers (tens and ones) Decomposing numbers (tens and ones) Symbolic notation Symbolic notation

25. Student Use of the High Yield Strategies

26. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.