High School Math Guide

o Teacher consistently uses feedback cycles with focusing questions such as “How?” or “Why?” “Explain your reasoning” or “How do you know?” o The observables practices of “5 Practices for Orchestrating Mathematical Discussions” are clearly evident with MVP task implementation:*** o Monitoring o Selecting o Sequencing o Connecting o Appropriate scaffolds are used as provided by MVP o Appropriate grouping as suggested by MVP (partner, whole class, small groups) is used throughout the lesson o Adherence to MVP task cycle is evident understanding of success criteria through a formative assessment/exit ticket o Reasonable in length and tied to the lesson/learning intentions for the day o Practice of skills students have acquired during the lesson o If homework is given, it is: o Launch o Explore o Discuss o Evidence of students’

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• Monitoring : teacher is actively circulating among the student groups asking groups focusing questions such as: "tell me more”, “explain how you got that”, “why?”, “can you write that another way?” • Selecting: teacher purposefully selects students to come up and present their work to the class. This happens while the teacher is monitoring the class. When the teacher sees student work that connects with the objective (as outlined in the MVP material), the teacher should ask the students, “Will you present your graph/equation/sentence/picture?” • Sequencing: while the teacher is selecting student work, the teacher is determining which order they go in. Generally, student work should go from concrete to abstract: word descriptions, to pictures, to graphs, to tables, to equations. This sequence should be written down. MVP provides the support for how to sequence student answers. • Connecting: while students are presenting, the teacher should be asking focusing questions of the presenter so the work displayed is fully explained. Teacher should also be soliciting questions and explanations from the class as well. Teacher should be asking students to make connections between one representation and another. “How is Julia’s table represented in Max’s graph? Talk with your table group.” At this time, the teacher should also be pointing out big ideas and having students record or emphasize that big ideas in their math notebooks/journals.