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New York City Mathematics Project Tammy La Guarina, April 29, 2017

Encourage students to think critically in math class by using the Notice and Wonder routine. Foster problem-solving skills, curiosity, and engagement with interactive activities. Explore resources and strategies for implementation.

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New York City Mathematics Project Tammy La Guarina, April 29, 2017

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  1. As of 5/27/15 New York City Mathematics ProjectTammy La Guarina, April 29, 2017 • I Notice, I Wonder: • How to Get Students to Think • 1

  2. AGENDA

  3. What Might the Students Wonder? • How many inches long is the sink? • How do you know how many tiles it would take to cover the room? • How many tiles would it take to cover the whole room?

  4. After Students Notice and Wonder…. • Teacher can ask if anyone needs anything clarified to make sure everyone has participated and understands the scenario thoroughly. • Then teacher adds more information and/or reveals a question that he/she would like the students to work on (if the question hasn’t been generated already). • For example, • Teresa is going to put down new tiles on her bathroom floor. These tiles are 4 inches by 4 inches. (Draw a label a 4 inch tile). • Now what do we wonder?

  5. These activities are designed to support students to: • Connects their own thinking to the math they are to do • Attend to details within math problems • Provides a safe, welcoming opening for students who don’t often feel like they have anything to say in math class • Slow down and think about the problem before rushing to calculate • Generate engaging math questions that they are interested in solving • Identify what is confusing or unclear about the problem • Conjecture about possible paths for solving the problem • Find as much math as they can in a scenario, mot just the path to an answer • Keeps speedy students engaged in creative brainstorming rather than closed-ended problem solving.

  6. CCLS Mathematical Practice 1 • Make sense of problems and persevere in solving them. • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. • They analyze givens, constraints, relationships, and goals. • They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.

  7. Good ways to use noticing and wondering to get unstuck: • Make a public record of noticings and wonderings and keep them on display throughout the problem solving process. • Use noticing and wondering as a way to step back when you’re stuck. • Use wondering as a way to see things that are in the back of your mind. Try to wonder things like: • “I wonder what would happen if…” • “I wonder if it would help to…”

  8. Resources • http://ntimages.weebly.com/

  9. What do you NOTICE? What are you WONDERING?

  10. More Resources… • http://mathforum.org • Powerful Problem Solving, by Max Ray- • http://mathforum.org • Powerful Problem Solving, by Max Ray-Riek

  11. How can we adapt textbook math problems to make Notice and Wonder routine a daily practice?

  12. Notice and Wonder with your Textbooks Mr. Gavin has a ladder that is 100 centimeters tall. Ms. Cornell has a ladder that is 2 meters tall. • Apple juice costs 50¢. The juice machine accepts quarters, dimes and nickels. • If you only have dimes, how many would you need to buy one apple juice? • How many quarters, dimes and nickels would you need to buy one apple juice?

  13. Mike had 3 puzzles. Now he has 5 puzzles. • Mr. Gavin has a ladder that is 100 centimeters tall. • Ms. Cornell has a ladder that is 2 meters tall.

  14. Tammy La Guarina Bronx Field Support Center Mathematics Instructional Lead Talessa@schools.nyc.gov

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