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Effective Communication in Mathematics

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Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

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Learning Together we Accomplish More

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Gallery Walk Math Congress Bansho

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A line passes through 2 of these points. What could the equation of the line be? Open Task

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Four friends want to share the three chocolate bars below. How might they share so that everyone gets the same amount?

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Same big idea, close in context, can be discussed simultaneously. Task A Task B Task C

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Situation 1: Which group has more girls in it? Why do you think this? Situation 2: Shelley has two dogs, Ollie and Molly. When she brought them home as puppies, Ollie weighted 3 kg and Molly weighed 4 kg. Now, Ollie weights 6 kg and Molly weighs 7 kg. Who grew more? Why do you think this? Ollie Molly

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Consolidation of the lesson helps students connect new learning

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A mathematics learning community provids opportunities for students to share their thinking

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Strategy Walls for students to access information

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Help students explore and make sense of the patterns and relationships between the 5 strands in mathematics

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Start with the curriculum for both content and instructional strategies

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Rich problems allow students to develop a deeper understanding of mathematical concepts, skills and processes

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Rich problems enable students to apply their mathematical knowledge and extend their understanding

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Bansho Wall illustrating strategies used to solve a problem

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