This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham
Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.
Jere Confrey, Meetal Shah, and Alan Maloney
Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.
Brandon G. McMillan and Theodore Sagun
This instructional activity gives teachers access to student thinking that can be leveraged to extend and connect their ideas.
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula
We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks.