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New York City Mathematics Project Tammy La Guarina, April 29, 2017

As of 5/27/15. New York City Mathematics Project Tammy La Guarina, April 29, 2017. I Notice, I Wonder: How to Get Students to Think. 1. AGENDA. What Might the Students Wonder?. How many inches long is the sink? How do you know how many tiles it would take to cover the room?

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New York City Mathematics Project Tammy La Guarina, April 29, 2017

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  1. As of 5/27/15 New York City Mathematics ProjectTammy La Guarina, April 29, 2017 • I Notice, I Wonder: • How to Get Students to Think • 1

  2. AGENDA

  3. What Might the Students Wonder? • How many inches long is the sink? • How do you know how many tiles it would take to cover the room? • How many tiles would it take to cover the whole room?

  4. After Students Notice and Wonder…. • Teacher can ask if anyone needs anything clarified to make sure everyone has participated and understands the scenario thoroughly. • Then teacher adds more information and/or reveals a question that he/she would like the students to work on (if the question hasn’t been generated already). • For example, • Teresa is going to put down new tiles on her bathroom floor. These tiles are 4 inches by 4 inches. (Draw a label a 4 inch tile). • Now what do we wonder?

  5. These activities are designed to support students to: • Connects their own thinking to the math they are to do • Attend to details within math problems • Provides a safe, welcoming opening for students who don’t often feel like they have anything to say in math class • Slow down and think about the problem before rushing to calculate • Generate engaging math questions that they are interested in solving • Identify what is confusing or unclear about the problem • Conjecture about possible paths for solving the problem • Find as much math as they can in a scenario, mot just the path to an answer • Keeps speedy students engaged in creative brainstorming rather than closed-ended problem solving.

  6. CCLS Mathematical Practice 1 • Make sense of problems and persevere in solving them. • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. • They analyze givens, constraints, relationships, and goals. • They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.

  7. Good ways to use noticing and wondering to get unstuck: • Make a public record of noticings and wonderings and keep them on display throughout the problem solving process. • Use noticing and wondering as a way to step back when you’re stuck. • Use wondering as a way to see things that are in the back of your mind. Try to wonder things like: • “I wonder what would happen if…” • “I wonder if it would help to…”

  8. Resources • http://ntimages.weebly.com/

  9. What do you NOTICE? What are you WONDERING?

  10. More Resources… • http://mathforum.org • Powerful Problem Solving, by Max Ray- • http://mathforum.org • Powerful Problem Solving, by Max Ray-Riek

  11. How can we adapt textbook math problems to make Notice and Wonder routine a daily practice?

  12. Notice and Wonder with your Textbooks Mr. Gavin has a ladder that is 100 centimeters tall. Ms. Cornell has a ladder that is 2 meters tall. • Apple juice costs 50¢. The juice machine accepts quarters, dimes and nickels. • If you only have dimes, how many would you need to buy one apple juice? • How many quarters, dimes and nickels would you need to buy one apple juice?

  13. Mike had 3 puzzles. Now he has 5 puzzles. • Mr. Gavin has a ladder that is 100 centimeters tall. • Ms. Cornell has a ladder that is 2 meters tall.

  14. Tammy La Guarina Bronx Field Support Center Mathematics Instructional Lead Talessa@schools.nyc.gov

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