*pattern*.

Once this common foundation was established, we reviewed the "I can..." statements for the task. Setting clear targets of learning can help to set a purpose for student engagement. Click the image below to see what we focused on during this task.

Before actually working on the task in collaborative groups, we spent time deconstructing the math task as a whole group much like we deconstruct text in reading. I posted the math task on chart paper for all to see. As a class, we discussed the meaning line by line. The goal was to remove barriers and create a clear picture of what was intended so once the students got started, they would be ready to tackle the task. A few minutes upfront saved minutes of work time and fewer hands went up.

This task not only ties into the CCSS, it also allows for students to practice Mathematical Practice #1:

*Make Sense of Problems and Persevere in Solving Them*. My hope was once students began this task after we deconstructed its meaning, they would be able to dig deep and continue working even when faced with a challenge and

**most importantly**be able to justify their answer by using more than one strategy. Click the image below to grab a copy of the math task.

Graphics by ScrappinDoodles.com |

This is great, Pam!! Wow.

ReplyDeleteBeth

Thinking of Teaching