- To display the question on a slide because they way they would have drawn squares in front of us may have influenced what we viewed as “unit” (either each small square as a unit, or taking the group of four small squares as the unit. In this way, they left the thinking about what was “part” and what was “whole” to the groups.
- To display the slide for a few minutes then remove it. They wanted us to see the pictures, but once we had processed what the first two terms looked like, they wanted to remove the “tether” to the projected image in order to have groups focused on their own work rather than looking at the slide.
- I noticed all groups had one black marker. When Jimmy came around to our group, he made two notations on our work using a green marker. I believe this was to distinguish his “teacher” notations from our “student” notations to inform his future decisions in consolidating the learning.
After this discussion, we were asked to think about WHY we might visual pattern and HOW we might visual pattern. What is the purpose of this activity? What might our own intention be with this prompt? There’s lots to think about: intentions might be to focus on math processes, classroom norms, connecting different representations, specific content outcomes or other things.
For "homework" we were left with the question:
I was left thinking about how important it is to be intentional about the choices we make with everything we do as teachers from choosing a question (focus on classroom norms? math processes? specific content?), how we respond to students' questions, and how we help students consolidate their learning. And the importance of coherence in the many, many, many decisions we make before and during each class period.