Chapter 5 Discussion Prompt

12 Nov 2020 11:10 AM | Anonymous member

In the chapter there are 5 challenges associated with selecting and sequencing. What is the biggest challenge you are facing with selecting and sequencing student responses?

Challenges associated with the practice of anticipating students’ responses.

  • Selecting only solutions that are most relevant to learning goals

  • Expanding beyond the usual student presenters.

  • Deciding what work to share when the majority of students were not able to solve the task and your initial goal no longer seems attainable.

  • Moving forward when a key strategy is not produced by students.

  • Determining how to sequence incorrect and/or incomplete solutions


  • 29 Nov 2020 4:13 PM | Samantha Welch
    A constant challenge that goes beyond mathematics time is expanding beyond the usual presenters. As stated in the book, "students who struggle as well as those who excel need the opportunity to participate in whole-class discussions in substantive ways so that they can be seen by others as mathematically capable and students can see themselves as doers of mathematics." It is very important for building their confidence. Most often, the students who excel and are the most confident usually wish to share or present. Even though it can be challenging to expand beyond the usual presenters, it is one of the things that I enjoy the most about teaching. Working hard at this really does show students that you believe in each one of them and think that they are all capable. Although this year presents some challenges, something I would like to work on is giving more time for students to rehearse their explanations before sharing with the whole class. I typically have students rehearse or explain their work to me, but I think it would be even more powerful to have them explain to a peer or small group.
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    • 03 Dec 2020 6:57 PM | Cindy Kelley
      I like the rehearsal strategy! Great idea!
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  • 03 Dec 2020 11:18 AM | Hillary H.
    I find that it can be challenging some times to authentically bring up a key strategy if a students doesn't come up with it. This often happens around the different strategies multiplication. I have started to save some student work from the previous years in order to show those examples. I have found that by putting up an example students can often start to describe what might be happening with the strategy using their previous knowledge about multiplication. When it comes to a few topics I teach such as fractions the students have often never seen the topic before. That is when I find it very challenging to have students that produce the key strategy. I feel lucky that are math program often helps lead student into the strategies but there are some cases where it seems students do not have the previous knowledge to even start where the program is asking.
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  • 03 Dec 2020 5:13 PM | Amanda Hay
    I find it challenging to expand beyond the usual student presenters, especially when those who have it are eager to share, and those who are less confident are very quiet. In the unit we are currently in with strategies for 2-digit by 2-digit multiplication, the kids have really come out of their shell and like to use 2 different solving strategies to check their work. I like to celebrate those students, even if they get two different answers, because then we can use that as a teachable moment to find our errors and make corrections. Math is done in pencil for a reason, right?! :)
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  • 03 Dec 2020 6:55 PM | Cindy Kelley
    It is always a challenge to find ways for all students to present or participate. You have the usual ones who are very comfortable sharing and then you have the ones who would rather just melt into the walls. I will often encourage them with questions that help them answer if they are struggling. This builds their confidence and keeps them trying.
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