Frequently, teacher encounter situation in their classroom environment in which it is to encourage students to engage in discussion where their thinking is visible as they interact around scientific and mathematics practices conjunctures with technologies involved in activities. In our group discussion, we examined all available stimuli and how role of teaching incorporate with technology as this type of instructional strategy is portrayed as great importance for students ' attention processes to absorb information. The role of technology is portrayed how teacher can transfer information visually easier for all types of students by incorporating technology-based activities for mathematics and scientific practices. For our Scoop project, we
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Velazquez examined the fourth instructional strategy such as discovery through inquiry method. To infer and interpret are part of inquiry methods to discover information. This type of instructional strategy highlighted word problems to clarify up for students by factoring assumptions supported in Kennedy’s article (2012). If students give a vague answer to a teacher 's question then it lead to misunderstanding. The class participated in argument activities to learn how to give reasoning for their data. Both Ms. Verner and Ms. Velazquez agreed two strategies to teach a classroom are in class discussion and worksheets to assess the students ' learning process. As Ms. Verner discussed about science topic such as food intake, Ms. Velazquez expand how students can analyze their eating habit and discover the solution/consequences by connecting the science topics to their daily lives in which students become more committed in participating in the lesson as well class discussion. To summed up, students can learn visually about ratio and proportionality, how to analyze data, and comparing food consumption through whiteboard technology to share through class discussion, comparing worksheets, and data representation by using graphs. For science practice, Ms. Velazquez been advised to use a venn diagram to compare life cycles of different animals through whiteboard technology to teach visually for her students. Her students can organize pictures or words that depict and describe stages of each life cycle into correct sequence or
Velazquez examined the fourth instructional strategy such as discovery through inquiry method. To infer and interpret are part of inquiry methods to discover information. This type of instructional strategy highlighted word problems to clarify up for students by factoring assumptions supported in Kennedy’s article (2012). If students give a vague answer to a teacher 's question then it lead to misunderstanding. The class participated in argument activities to learn how to give reasoning for their data. Both Ms. Verner and Ms. Velazquez agreed two strategies to teach a classroom are in class discussion and worksheets to assess the students ' learning process. As Ms. Verner discussed about science topic such as food intake, Ms. Velazquez expand how students can analyze their eating habit and discover the solution/consequences by connecting the science topics to their daily lives in which students become more committed in participating in the lesson as well class discussion. To summed up, students can learn visually about ratio and proportionality, how to analyze data, and comparing food consumption through whiteboard technology to share through class discussion, comparing worksheets, and data representation by using graphs. For science practice, Ms. Velazquez been advised to use a venn diagram to compare life cycles of different animals through whiteboard technology to teach visually for her students. Her students can organize pictures or words that depict and describe stages of each life cycle into correct sequence or