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7). I was able to incorporate some of the five practices to this task. First of all, I took the time to anticipate some of the possible ways that the students could use to solve the problem. I knew that students were going to add in order to solve this problem. I also anticipated some misconceptions with that strategy. Students added the time, but forgot to turn the total time into regular time. Some of them failed to notice that 12:75 is not a unit of time. In order to address this possible misconception, I gave each student a clock. I wanted them to use the clock to check there answers. I took time to monitor students as they solved this problem. As I mentioned before, only two students used a type of time line to solve their problem. I noticed that those two students were able to notice changes with minutes and hours with the use of the time chart. She was able to show the change of the time using two different lines. She used one time for the hour and one for the minutes. The rest of the class used the addition approach. Just like I anticipated, some of the students that used addition forgot to turn the minutes to hours. I used the monitoring time to select the students who were going to present their work to
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55). I think this was the hardest part for most of the students. I encourage discussions in my classroom for all the subjects. For some reason, some students find it difficult to explain their rational behind their work. I have an accountable talk anchor chart for students to use as reference. I encourage them to use the poster in order to create statements to validate their answers. The accountable conversation chart helps create an environment of respect during class discussion. I also model during each lesson to show the expectations. Not all students had a hard time explaining their answers. I was able to capture some amazing conversations. Students were able to explain how they turned their answers for addition problems. The students who used visuals were able to show a concrete example to explain their answer and help their partners follow their thinking. I always use questions to address students during the problem solving phase. I always ask them to explain their answers. I used mathematical language relevant to the subject to ask questions. When I noticed that some students were not turning their addition answer to real time, I asked them to show me that time on their clock. That question prompted them to think deeper and see why their answers were wrong. I
55). I think this was the hardest part for most of the students. I encourage discussions in my classroom for all the subjects. For some reason, some students find it difficult to explain their rational behind their work. I have an accountable talk anchor chart for students to use as reference. I encourage them to use the poster in order to create statements to validate their answers. The accountable conversation chart helps create an environment of respect during class discussion. I also model during each lesson to show the expectations. Not all students had a hard time explaining their answers. I was able to capture some amazing conversations. Students were able to explain how they turned their answers for addition problems. The students who used visuals were able to show a concrete example to explain their answer and help their partners follow their thinking. I always use questions to address students during the problem solving phase. I always ask them to explain their answers. I used mathematical language relevant to the subject to ask questions. When I noticed that some students were not turning their addition answer to real time, I asked them to show me that time on their clock. That question prompted them to think deeper and see why their answers were wrong. I