Conversations Directions

• Students will select 3 problems to solve that they feel best represents the main idea for the unit.
• Teacher must respect student choice, but encourage to do more challenging problems that allow for more conversation (this becomes part of the current conversation).
• Students need to go beyond simply showing their steps (Steps can be easily copied from wolframalpha.com or peers) and model their math and explain their thinking. Consider asking students to approach the problem in multiple ways.
• Students will insert a separate slide for each problem and may use more than one slide to demonstrate their thinking and process.
• TEACHER: insert comments to help students have conversations with you (and or peers) around the math.
• If correct solution and work: response can be “nice work, did you think about approaching it ….”
• If incorrect solution and work: response can be “ this work is showing me …, is that what you mean?” or “I am not sure that I agree with your final solution, can you give more evidence to convince me?”
• Students are assessed on their having a conversation not necessarily on arriving at the correct solution. Value students thinking about math and not simply following steps.
• Students should reply to comments and make updates based on feedback.

Conversations Directions

The idea is to have a back and forth conversation to help develop mathematical thinking and UNDERSTANDING of the concept.

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