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Thinking About Proficiency With Operation

 

All Models are Not Created Equal – Cathy Fosnot (3:21)

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about models as powerful tools for thinking? Why do models matter?
  • While viewing the video, what key ideas emerge for you? What else do you wonder? What resonates, connects with your understanding, or challenges your thinking?
  • After viewing: What further learning might you and your educators engage in to deepen understanding of “models as powerful tools for thinking”?

 

Composing and Decomposing: Overall Description (1:17)

Facilitative Prompts

  • Prior to viewing: How does composing and decomposing lead to understanding operations? What specific tools come to mind when you think about engaging students with composing and decomposing of numbers?
  • While viewing the video, what are some ideas being shared that are new for you? What questions emerge for you?
  • After viewing: Thinking about your students, what would they need to know and be able to do using this approach to understanding operations? What are the key ideas that will continue to inform your work with students in order to continue building proficiency with numbers? Why are these important? What are some specific next steps that can be taken based on what has been learned from this video?

 

Scaling Up or Down: Overall Description (1:47)

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about Spatial Reasoning and the concept of “scaling up or down”?
  • While viewing the video, what are some key ideas that emerge for you? What questions do you have?
  • After viewing: What are some possible next steps for learning, for you or your students, in the area of Spatial Reasoning?