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Routines for Reasoning Book Study:

PROMPTS AND RESPONSES



Routines for Reasoning

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Please read the prompts for each chapter and add your thoughts and comments below. Please keep your entries professional and respectful.


Use the reply option if you have a question or comment on someone else's post. We can make this an interactive space - an ongoing conversation - and get the most out of our learning together.


Starting January 4, each Friday, we will post two prompts for that week’s chapter. You may choose to respond to either or both prompts. It's okay to go back to previous weeks if you fall behind. The posting schedule and running history of prompts is here.

Book Study Prompts and Responses:

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  • 02/08/2019 10:05 PM | Anonymous member

    Anytime you plan to do a thinking-focused task with students, it is important to try it yourself in the role of a learner to experience the thinking process and predict the mathematical approaches students might try.  Go to www.visualpatterns.org and pick one of the patterns, or create your own.  Try to find several different ways to generate the rule for the repetition in your pattern.  Pay attention to your process and materials and tell us about the experience.


  • 02/08/2019 10:04 PM | Anonymous member

    This routine makes use of “Ask-Yourself Questions” to help students hunt for repetition in their process of counting, calculating, or constructing.  What “Ask-Yourself Questions” do you use with your students already or will you start using?


  • 02/08/2019 10:03 PM | Anonymous member

    SMP 8 “Look for and express regularity in repeated reasoning” has been one of the more challenging MPs for some educators.  What ideas from chapter 5 on the Recognizing Repetition Routine helps extend your thinking or push it in a new direction?

  • 02/03/2019 10:57 PM | Anonymous member

    Representation is an important component of curriculum and standards (NCTM & Common Core) for all math grade levels.  Think of an example task from your grade level where the Connecting Representations routine would be applicable.  If you implemented it with your students, tell us how it went.


    If you want to share a task with the group, send a document, photo, or link to atomicbookclub@gmail.com and I will set up a shared google drive folder for the materials.


  • 02/03/2019 10:56 PM | Anonymous member

    The teacher in the extended vignette, Mr. Smith, uses display materials and certain handouts during the lesson.  How do Mr. Smith’s decisions about how many handouts to provide engage the individuals and groups within his class?  How would you do it with your students?


  • 02/03/2019 10:55 PM | Anonymous member

    Annotation is a powerful instructional strategy.  Reflect on how you have used it in your teaching OR tell us how you plan to use it.

  • 01/25/2019 9:34 AM | Anonymous member

    1-When you post, be sure you fill in your name so it doesn’t appear as “Anonymous”.

    2-If you haven’t registered yet, kindly do so at http://www.atomicmath.org/event-3163881

    3-If you have any questions, send an email to atomicbookclub@gmail.com.


  • 01/25/2019 9:34 AM | Anonymous member

    Think of an example task from your grade level where this routine would be fruitful for your teaching OR try implementing the routine with your students and tell us how it went. 


    If you want to share a task with the group, send a document, photo, or link to atomicbookclub@gmail.com and I will set up a shared google drive folder for the materials.


  • 01/25/2019 9:33 AM | Anonymous member

    Use this sentence frame to connect the Capturing Quantities routine to what you already think or do in your teaching practice:


    I used to ___________________ and now I ___________________.


  • 01/25/2019 9:32 AM | Anonymous member

    As you read through the steps of the Capturing Quantities routine and the extended class vignette, what is a question or two you have about the details?

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