Look Fors for Math Walkthroughs

Mathematical “Look Fors” During Classroom Walkthroughs

Standards for Mathematical Practices

Explanation

Make Sense of Problems and Persevere in solving them

  • Engage in problem solving on a regular basis                                
  • Foster a “productive disposition”—build success early on
  • Involve students in sharing solutions, methods, and reasoning
  • Frame the class environment to encourage student interaction & conversation (math discourse)
  • Allow students to “struggle” with the mathematical tasks (don’t rescue too soon)
  • Emphasize equivalent representations of a given solution or mathematical relationship

 

Reason abstractly and quantitatively

  • Teach concepts in context—symbols have meaning
  • Base instruction on making sense and select practice that involves the application of concepts being learned
  • Emphasize reasoning as opposed to only learning procedures
  • Allow students to develop a representation of mathematical problems on a regular basis

 

Construct viable arguments and critique the reasoning of others

  • Encourage interaction and conversation on a regular basis
  • Use problem-based activities—rich tasks
  • Practice the language of “argument,” conjecture, and discourse while students are engaged in mathematical tasks
  • Facilitate student discourse—“talk moves”
  • Encourage taking risks, defending solutions
  • Have students present solutions and ideas on a regular basis

 

Model with mathematics

  • Use physical objects, drawings and physical gesture to represent math situations
  • Encourage student verbal descriptions
  • Encourage representing the same situation in different ways
  • Guide students to see similarities in different ways to represent the same situations

 

Use appropriate tools strategically

  • Provide mathematical tools in the classroom
  • Ensure that students know how to use the appropriate tools effectively
  • Discuss criteria to help make a decision as to when to use a mathematical tool
  • Encourage students to use their rationale for using a tool in their explanation of their solution

Standards for Mathematical Practices

Explanation

Attend to precision

  • Make mathematical tools available in the classroom
  • Display and provide instruction on mathematical vocabulary—interactive word wall
  • Hold students accountable for using vocabulary in discussion and written explanations
  • Embed instruction about math symbols
  • Discuss answers in terms of the context of the problems to give students experience with the idea of a “reasonable” answer
  • Review processes for computational skills: include error analysis and feedback to develop accuracy and proficiency

 

Look for and make use of structure

  • Encourage students to always look for patterns to help develop conceptual understanding
  • Provide opportunities for students to generalize
  • Use mental math to practice patterns in our number system
  • Provide opportunities to work on tasks that generate data that can be used to develop a generalization
  • Foster a class environment that values and encourages student reasoning as opposed to teacher “telling”

 

Look for and express regularity in repeated reasoning

  • Encourage students to always look for patterns or an opportunity to generalize about computational skills
  • Use mental math to practice patterns in our number system that can be used to develop more efficient computation methods
  • Incorporate lessons and activities that use patter or structure to help develop conceptual understanding
  • Foster a class environment that values and encourages student reasoning as opposed to teacher “telling” what to notice or how to do a skill