Routine Check-up 4/24

Routine

Check-Up

Jada English, NTN

Sashoi Hinds-Thomas, CF

April 24, 2023

Today's Agenda:

• Icebreaker

• Engagement Strategies

• Routine Role Play

  • MLR 3: Clarify, Critique, Correct

  • MLR 8: Discussion Supports

• Classwork

Icebreaker

Show your background on your phone and tell the story behind it.

Engagement Strategies

Share any engagement strategies/activities you've tried outside of Open Up.

What were the successes? Were there any challenges?

Routine Role Play

MLR 3: Clarify, Critique, Correct

Purpose:

To give students a piece of mathematical writing that is not their own to analyze, reflect on, and develop. The intent is to prompt student reflection with an incorrect, incomplete, or ambiguous written argument or explanation, and for students to improve upon the written work by correcting errors and clarifying meaning.

Open Ended

A student says there are 10⁹¹ bacteria cells in the digestive tracts of all the humans in Georgia because 7x13=91.

Clarify: What is the question asking the mathematician to do?

Open Ended

A student says there are 10⁹¹ bacteria cells in the digestive tracts of all the humans in Georgia because 7x13 = 91.

Critique: What error(s) did the mathematician make?

Is there anything that needs to be considered when doing this skill?

Open Ended

A student says there are 10⁹¹ bacteria cells in the digestive tracts of all the humans in Georgia because 7x13 = 91.

Correct: What could/should the mathematician have done?

MLR 3:

Clarify, Critique, Correct

Graphic Organizer

Reflect:

Clarify, Critique, Correct

(3 minutes)

MLR 8: Discussion Supports

Purpose:

To support rich discussions about mathematical ideas, representations, contexts, and strategies. 

The examples provided can be combined and used together with any of the other routines.

Draw

Pick a strategy. Show your work on the screen.

(2.5) $$\cdot$$ (1.4)

MLR 8:

Discussion Supports Strategies

• The Four Rs:

  • Repeat: Call on a student to repeat what was said.

  • Rephrase: Call on one or two students to rephrase what was said using different words.

  • Reword: Say the idea again substituting mathematical or academic language that you want students to develop.

  • Record: Publicly write down a record of the idea using language and notation you want your students to see.

• Press for details in students’ explanations by requesting for students to challenge an idea, elaborate on an idea, or give an example. 

• Give students time to make sure that everyone in the group can explain or justify each step or part of the problem.

• Use Sentence frames that provide a structure to communicate about a topic.

Reflect:

Discussion Supports

(3 minutes)

Classwork:

Let's dig into what you'll be doing on April 27th!

Thank You!