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Chapter 3 – Option 1 (Reflection)

01/25/2019 9:32 AM | Anonymous

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?

Comments

  • 01/30/2019 9:24 AM | Tina
    While reading the vignette, I wondered how long this routine would take in the first 1-5 tries. This is important when planning. I also wonder in what ways does the teacher directly support the class if initially students are not sharing (or do not know) hidden relationships that are important.
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    • 02/02/2019 1:10 PM | Grace Kelemanik
      Tina and all,

      The questions about times is an important one and usually the first question teachers ask when considering a routine. As your question implied, it does take longer the first several times you do the routine, because you and your students are getting use to it. While you are learning the routine, you tend to spend more time for example explaining instructions and transitioning between independent think time, partner work, and full group shares. Once the routine becomes "routine", it moves along much more quickly. Having said that, because students are now working productively in the routine, you may decide to extend full group discussions and/or discuss more than 2 or 3 diagrams. Practically speaking, the first time may take upwards of 45 minutes. Once you and your students are familiar with the routine, it can take 30 minutes. FYI, the last chapter of the book deals with theses practical issues of implementation.
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      • 02/09/2019 6:27 PM | Cindy Noftle
        Time really is the issue. I have not been able to schedule a routine for the actual time it takes. I know that I need to get better through practice. Eventually I believe I will time it correctly.
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  • 02/01/2019 3:05 PM | Jill D'Amico
    As I read through the steps of the Capturing Quantities routine and the extended class vignette, a question I have about the details is time! How much time is spent on the actual routine? How much time is spent planning the routine and the supports that may be necessary for students during the routine?
    Also, are there any other supports that may be considered other than sentence frames and sentence starters for struggling students and/or students with learning disabilities and/or English Language Learners?
    May last question is about the content addressed in the routine. Is the content also content that is currently being taught in class or is it something the class has already learned?

    I guess that was more than a question or two-oops!
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  • 02/02/2019 2:18 PM | Cindy Noftle
    In using the capturing quantities routine, my students were having difficulty connecting the math to the context. I needed to prompt students to get them to make the connections. Some of this seemed to be just being unsure of what I wanted as an answer. My students wanted to be right. I also saw that they are vague in defining variables. I have been working on this idea of always writing a precise definition of the variable. Some do it but most want to just jump to answering the problem. I think annotating will improve their learning and understanding. They can go back and see the connections that are being described. I hope to improve my implementation of this routine.
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    • 02/02/2019 5:36 PM | Amy Lucenta
      Hi Cindy,
      It's interesting to hear about your students' difficulty in connecting abstract to context, and I don't think you're alone! The desire to 'number grab' and/or focus on answer-getting is so strong, it takes time to un-do. Over time, students will shift to value the quantities and relationships - especially when doing so gives them traction into a problem they otherwise wouldn't have been able to solve. And, they will begin to value the quantitative reasoning AS the answer.

      One tip to prevent students from jumping in and answering is to leave the question off. That way, they are positioned to interpret the problem situation and represent it without worrying about 'getting it right'. They can anticipate the question, and provide themselves and others with student-generated differentiation opportunities. (Some students could answer different questions or multiple questions.) Typically, each question students developed can be answered with a quantity or a relationship.

      I'ld love to hear how your students progress with repeated engagement in the routine!
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      • 02/05/2019 12:58 PM | Cindy Noftle
        Thanks for the advice. I will try leaving off the question and see how my students respond.
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  • 02/10/2019 10:34 AM | Katie Chuchul
    Hello! After reading through this routine, my question is how much direct instruction should I provide for my 5th graders to truly understand what a quantity is. Most still only see a quantity as a number and cannot articulate what quantities are independently. Would you recommend using charts like Figure 3.2 (on p. 43) with my students before launching this routine so they are more familiar with what quantities could be or to try the routine and use the think-pair-share as a way to introduce different types of quantities and relationships?
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  • 02/20/2019 7:59 PM | Luke
    This comment is not a question but more of a comment. On page 59 Mrs. Quaid and Maria are going back and forth in regards to quantity. I think it is a huge stepping stone for kids and extremely beneficial for kids to explore and build on this initial understanding. The statements... "What is the quantity that has a value of..." and "What quantity does x refer to?" are huge with me. This routine is hard for some kids to follow and identify in a problem. The typical survival response is to take any number and do something to it as if it is the correct thing to do. It is then very difficult for kids to come together and have a conversation about their answer and the problem. This initial understanding is critical for kids to "get" in order to be successful with the problem.
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