- Your internal voice is not interacting mathematically with the concept or problem.
- Your mind wonders away from the mathematical task at hand.
- You are unable to visualize the mathematical concept or problem.
- You are unable to recall the details of a math idea or problem.
- You cannot answer questions asked to clarify meaning. (259)

- ask questions
- connect to other mathematical concepts
- draw a picture
- use manipulatives
- make inferences
- pause/refocus
- reread/rethink
- collaborate with a peer

Bottom line...students need to monitor and KNOW WHEN THEY KNOW and KNOW WHEN THEY DON'T KNOW. Is it a "HUH?" moment? or a light bulb moment? (263) The Color-Code Metacognition Math Stretch (266) reminds of the red, yellow, green buckets I use in my classroom as a Ticket Out the Door.

After a lesson or at the end of class, students can put their names on a slip of paper in the colored bucket that best reflects their understanding of the day's lesson. Red: I need help. Yellow: I am getting there. Green: Got it! Another way I have used these buckets is to give students a problem to do as a Ticket Out the Door where they record their responses on an index card. After solving the problem, they place it in the bucket that best reflects how they feel about the problem. This can be used as a quick formative tool to identify which students may need additional help and which students are ready to move on. The buckets allow students to metacognitively reflect on their own personal understanding. The data from the buckets should be used in conjunction with teacher observation.

After a lesson or at the end of class, students can put their names on a slip of paper in the colored bucket that best reflects their understanding of the day's lesson. Red: I need help. Yellow: I am getting there. Green: Got it! Another way I have used these buckets is to give students a problem to do as a Ticket Out the Door where they record their responses on an index card. After solving the problem, they place it in the bucket that best reflects how they feel about the problem. This can be used as a quick formative tool to identify which students may need additional help and which students are ready to move on. The buckets allow students to metacognitively reflect on their own personal understanding. The data from the buckets should be used in conjunction with teacher observation.

Don't forget to check out the other bloggers who are posting about this topic. Link up or comment on ways you help students monitor comprehension in the math classroom. Stop by on July 30 for the last post for this book study: Chapter 10 ~ In the Guided Math Classroom.

Chapter 7: Determining Importance

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