Instructions: Leading Mathematical Discussions Performance-Based Assessment #3

Due November 6 at 11:59 PM

Goal The purpose of this assessment is for you to demonstrate your ability to facilitate mathematical discourse. You will lead a group of ‘students’ in a problem-solving session and incorporate talk moves to engage a range of students in discussion. You will use evidence from this assessment to show your understanding of Course Objective # 3.

Description For this assessment, you will conduct a number talk. [I highly recommend practicing the number talk once or twice before doing the official lesson.] You will compile a small group of classmates friends and/or family either in person or on zoom. Lead a number talk, use talk moves to facilitate discussion, and reflect on the process.

Part One: Preparing for the Number Talk

• Select a problem to use during the number talk from the list below. o 256 + 84

o 103 – 65

o 142 x 6

o 168 / 21

• If working with children, you may need to select a problem with smaller numbers. Feel free to do so if necessary.

• Complete the lesson plan for the talk (template provided below). • Practice leading the number talk before you do the official project, if possible. • Select a small group of friends or family members or classmates to participate in

the number talk (it would be best to have at least 3 people + you). • Find a way to record your number talk. • Print out the talk moves handout to have available during the number talk.

o Remember your focus is going to be on using as many talk moves as possible to facilitate an effective discussion of the problem.

• Lead the Number Talk!

Course Objective # 3: I can facilitate meaningful mathematical discourse.

Part One: Lesson Plan for the Number Talk

Number Talk Problem

How will you set up the activity?

Describe what you will say/do to introduce the number talk. Since you will be working with a small group of students, friends or family you’ll need to give an in depth explanation of what to expect and what silent signals to use (e.g., thumb on chest, agree sign). See this video for inspiration and adjust according to your audience. Delete these directions and replace it with your plan.

Anticipated Student Strategies

List as many solution strategies as possible (refer to some of the methods learned in class)

Plan for Talk Moves

Look at the talk moves handout provided in Module 9 and consider how you will use them. Which ones do you want to focus on using? Your goal is to use three or more different moves and to use talk moves at least five times.

Wrap Up Questions

What questions might you ask after several students have shared their methods?

Part Two: The Number Talk • Assemble a small group of classmates, friends, or family to participate in the number

talk. • Video record the number talk. • Explain to students how a number talk works. • Give the problem. • After students have time to search for multiple methods for solving the problem begin

leading the discussion. • Be sure you have a way to visually record the students’ methods. • As students share their methods, be sure to use talk moves to support the

conversation. • Keep the talk moves handout in front of you to help you remember to use the

moves.

Part Three: Reflect on the Number Talk and Record Talk Moves • Watch the video recording of the number talk. • Reflect on the process. • Identify times you used talk moves. Which ones did you use? Were they effective? • Use the chart below (and found in the template) to record your use of talk moves

during the number talks.

Talk Moves Find examples of different talk moves you used during the discussion. Discuss each talk move up to the fifth one used in the discussion.

1) List the time stamp in your video for the talk move, 2) Explain which talk move you used (use the handout to identify the type of move) and

state the question you asked, 3) Explain the student’s response, and 4) Explain whether the talk move was effective? If you think it was effective, explain why.

If you don’t think it was effective, explain what you hoped would have happened.

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Part Four: Self-Reflection • Answer the following questions on the Template

o How did the number talk go? Give a brief overview of what happened. o Evaluate your use of talk moves. o What were your strengths? What do you need to work on more?

Part Five: Self-Assessment ● Review your work and assess yourself on indicators A-C below. ● Change the color of the cell or text to show which level (1, 2, or 3) corresponds with the

quality of your work. ● Write an explanation for why you selected the rating you did. Make connections

between the learning scale and your work.

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Course Objective # 3: I can facilitate meaningful mathematical discourse.

1 2 3

A: Type of Talk Moves

I can use one or no talk moves during a

discussion.

I can use two different types of talk moves during a discussion.

I can use three different types of talk moves during a discussion.

Explanation:

Below is an example of an answer for the Talk Move table and for the self- assessment.

Record Talk Moves

B: Number of Talk Moves

I can integrate less than two talk moves appropriately into a

discussion.

I can integrate three or four talk moves

appropriately into a discussion.

I can integrate five talk moves appropriately

into a discussion. (Use the three talk moves at least five different times during your discussion).

Explanation:

C: Explaining Talk Moves

I can rarely explain the effectiveness of the talk moves I use.

I can sometimes explain the

effectiveness of the talk moves I use.

I can explain the effectiveness of the talk

moves I use.

Explanation:

Talk Moves Find examples of different talk moves you used during the discussion. Discuss each talk move up to the fifth one used in the discussion.

1) List the time stamp in your video for the talk move, 2) Explain which talk move you used (use the handout to identify the type of move) and

state the question you asked, 3) Explain the student’s response, and 4) Explain whether the talk move was effective? If you think it was effective, explain

why. If you don’t think it was effective, explain what you hoped would have happened.

Time in Video 1:05

Talk Move Elaborating – “Expanding student thinking, asking for details.” Question: “What did you mean by you cut eighteen in half and then doubled it?”

Response After I asked the question the student responded, “I meant to say that I cut eighteen in half and then multiplied nine by six and got 54. Then I doubled 54 to get 108.”

Effectiveness I believe this talk move was effective. I think the student knew what he was doing, but his language was imprecise making it hard for other students to understand what he did. I wanted to make sure everyone was clear on the method he used.

A: Type of Talk Moves

I can use one or no talk moves during a

discussion.

I can use two different talk moves during a

discussion.

I can use three different talk moves during a

discussion.

Explanation: I used three different talk moves. First, I used Elaboration to ask the student for more details. Next, I used Explaining another student’s thinking to make sure students were understanding the explanations given and so students who did not hear could listen to it a second time. Finally, I used Evaluating someone else’s work when I asked if the students agreed or disagreed with the solution method presented so students can also measure accuracy on the methods presented by agreeing or disagreeing.

Template: Leading Mathematical Discussions Performance-Based Assessment #3

Due November 6 at 11:59 PM Use the template below for Performance-based Assessment # 3

Lesson Plan for the Number Talk

Number Talk Problem

How will you set up the activity?

Describe what you will say/do to introduce the number talk. Since you will be working with a small group of students, friends, classmates or family you’ll need to give an in-depth explanation of what to expect and what silent signals to use (e.g., thumb on chest, agree sign). See this video for inspiration and adjust according to your audience. Delete this and replace it with your plan.

Anticipated Student Strategies

List as many solution strategies as possible

Plan for Talk Moves

Look at the talk moves handout provided in Module 9 and consider how you will use them. Which ones do you want to focus on using? Your goal is to use three or more different moves a total of five times.

Wrap Up Questions

Record Talk Moves

What questions might you ask after several students have shared their methods?

Talk Moves Find examples of different talk moves you used during the discussion. Discuss each talk move up to the fifth one used in the discussion.

1) List the time stamp in your video for the talk move, 2) Explain which talk move you used (use the handout to identify the type of move) and

state the question you asked, 3) Explain the student’s response, and 4) Explain whether the talk move was effective? If you think it was effective, explain why.

If you don’t think it was effective, explain what you hoped would have happened.

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Self-Reflection • Use the following questions to guide your reflection.

o How did the number talk go? Give a brief overview of what happened. o Evaluate your use of talk moves. o What were your strengths? What do you need to work on more?

Write your reflection here.

Self-Assessment ● Review your work and assess yourself on indicators A-C below. ● Change the color of the cell or text to show which level (1, 2, or 3) corresponds with the

quality of your work. ● Write an explanation for why you selected the rating you did. Make connections

between the rubric and your work.

Effectiveness

Course Objective # 3: I can facilitate meaningful mathematical discourse.

1 2 3

A: Type of Talk Moves

I can use one or no talk moves during a

discussion.

I can use two different talk moves during a

discussion.

I can use three different talk moves during a

discussion.

Explanation:

B: Number of Talk Moves

I can integrate less than two talk moves appropriately into a

discussion.

I can integrate three or four talk moves

appropriately into a discussion.

I can integrate five talk moves appropriately

into a discussion.

Explanation:

C: Explaining Talk Moves

I can rarely explain the effectiveness of the talk moves I use.

I can sometimes explain the

effectiveness of the talk moves I use.

I can explain the effectiveness of the talk

moves I use.

Explanation:

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