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    Think-Pair-Share Word Wall: Curriculum Focus Area

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    GMToivonen
    This document outlines a teaching-learning critical pathway for communicating mathematical thinking over the course of 6 weeks. In week 0, students will communicate their mathematical thinking orally using mathematical vocabulary through a think-pair-share activity focused on explaining a pattern using words like "if", "would", and "might". Success criteria includes using appropriate vocabulary and providing a logical, easy to follow explanation. The following 5 weeks will focus on developing students' oral and written communication of mathematical thinking through various instructional strategies, math questions, and manipulatives or technology tools, with a gradual release of responsibility from teacher-led to more independent work.

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    Think-Pair-Share Word Wall: Curriculum Focus Area

    Uploaded by

    GMToivonen
    37 views5 pages
    This document outlines a teaching-learning critical pathway for communicating mathematical thinking over the course of 6 weeks. In week 0, students will communicate their mathematical thinking orally using mathematical vocabulary through a think-pair-share activity focused on explaining a pattern using words like "if", "would", and "might". Success criteria includes using appropriate vocabulary and providing a logical, easy to follow explanation. The following 5 weeks will focus on developing students' oral and written communication of mathematical thinking through various instructional strategies, math questions, and manipulatives or technology tools, with a gradual release of responsibility from teacher-led to more independent work.

    Original Description:

    six week planning template

    Original Title

    Template for Tlcpv2

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    This document outlines a teaching-learning critical pathway for communicating mathematical thinking over the course of 6 weeks. In week 0, students will communicate their mathematical thinking orally using mathematical vocabulary through a think-pair-share activity focused on explaining a pattern using words like "if", "would", and "might". Success criteria includes using appropriate vocabulary and providing a logical, easy to follow explanation. The following 5 weeks will focus on developing students' oral and written communication of mathematical thinking through various instructional strategies, math questions, and manipulatives or technology tools, with a gradual release of responsibility from teacher-led to more independent work.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    37 views5 pages

    Think-Pair-Share Word Wall: Curriculum Focus Area

    Uploaded by

    GMToivonen
    This document outlines a teaching-learning critical pathway for communicating mathematical thinking over the course of 6 weeks. In week 0, students will communicate their mathematical thinking orally using mathematical vocabulary through a think-pair-share activity focused on explaining a pattern using words like "if", "would", and "might". Success criteria includes using appropriate vocabulary and providing a logical, easy to follow explanation. The following 5 weeks will focus on developing students' oral and written communication of mathematical thinking through various instructional strategies, math questions, and manipulatives or technology tools, with a gradual release of responsibility from teacher-led to more independent work.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 5

    Teaching-Learning Critical Pathway List of Instructional Activities Teacher: _________________________

    Communicate mathematical thinking orally, visually and in writing using mathematical vocabulary and a variety of appropriate representations, and
    observing mathematical conventions.

    Curriculum Focus Area


    Technology Gradual
    Week Communication Focus Strategy + and/or Release of
    Math Question Manipulatives Responsibility
    0 Communicate mathematical Think-pair-share Algebra: Color cubes □ Large Group
    Learning Goal: thinking orally using If a pattern starts Or □ Small Group
    mathematical vocabulary □ Pairs
    Word wall like this: 4,7,10,13… Tiles
    Explain your □ Individual
    mathematical thinking
    How would you explain GarageBand/
    orally using the pattern to help
    mathematical someone see why the Audacity
    vocabulary next numbers might be
    16 and 19?

    Success Criteria:
    -using appropriate
    mathematical
    vocabulary
    -explanation is logical
    and easy to follow

    1 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual
    Curriculum Focus Area
    Technology Gradual
    Week Communication Focus Strategy + and/or Release of
    Math Question Manipulatives Responsibility
    2 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual

    3 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual
    Curriculum Focus Area
    Technology Gradual
    Week Communication Focus Strategy
    + and/or Release of
    Math Question Manipulatives Responsibility
    4 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual

    5 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual
    Curriculum Focus Area
    Technology Gradual
    Week Communication Focus Strategy + and/or Release of
    Math Question Manipulatives Responsibility
    6 □ Large Group
    Learning Goal: □ Small Group
    □ Pairs
    □ Individual

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