Class Extension 4 - Ms

Class Extension #4: Parts and Practices within an Effective Math
Lesson
_______________________________________________________________
Directions: Use the following video and the Mathematics Teaching Practices
(readings posted on Canvas) to answer the following prompts. To do this activity
you will need to watch one YouTube video from the National Council of Teachers of
Mathematics.
Video: https://youtu.be/9k7Ag4J-t04
This video is 5.5 minutes of Ms. DiBrienza working on an Opening Number

Routine (ONR) called a “string” with her 1st grade students. An ONR is the piece of
a lesson that opens a lesson. Teacher may use a few formats (or routines) for his or
her ONR. An ONR should not be introducing new ideas completely. It should be
activating prior knowledge and building connections between ideas students have
already learned or creating a bridge from old ideas to the ideas that the lesson will
contain. A string is just one ONR format (or routine). A string is a list of number
sentences that are related in a way that is designed to push on a particular
mathematical idea. Good strings always encourage students to think about the
relationships between numbers.
Watch the video and write your responses on this sheet.
Goal: To see how a teacher builds procedural fluency from conceptual

understanding and how she elicits and uses student thinking in her instruction (two
practices of effective mathematics teaching).
______________________________________________________________
1) This video starts at the very beginning of a math class. See the task for Class
Extension # 4 (included in the Class Extension # 4 Assignment) for the string
that Ms. DiBrienza gave to her children. What mathematical idea is Ms.
DiBrienza trying to push on or encourage her students to think about by
using these numbers in her ONR?
Ms. DiBrienza is trying to get her students to think about making 10, specifically
with 7+3 and _7+3. She is also practicing some +10.
2) Read TWO of the Mathematics Teaching Practices (see below for which two).
Take notes that outline the most important points.
Practice 6) Build procedural fluency from conceptual understanding

NOTES:
 The teacher builds a foundation of conceptual understanding
 The teacher builds fluency through procedures
 The teacher practices this over time
 The teacher must be flexible
 A balance is important to achieve
 Students chose methods and strategies for solving problems
 Students are able to explain their method or strategy
 Fluency is a combination of student exploration and discussion as well as
application of their reasoning skills and problem-solving tools
 Students build foundation for future problems while learning different
subjects
 Students start working through a problem with things they know and are
familiar with (objects, drawings, counting aloud) and advance to other
methods of solving as the year progresses
 Students can apply reasoning skills learned in one problem to other
problems
 Students use previous knowledge to determine if their new answer is
plausible
 Students can apply a more efficient strategy to solve problems
Practice 8) Elicit and use evidence of student thinking

NOTES:
 The teaching uses evidence of the student’s thinking
 Evidence is used to measure progress toward understanding
 Evidence is used to adjust instruction
 Instruction is constantly adjusted to support and extend learning
 The teacher elicits and uses evidence from students as a form of formative
assessment
 The teacher must identify indicators or the important things so they can see
if they are present in student work and then decide how to respond/adapt to
the information
 The teacher looks at how the student got their answer not what answer they
got
 The teacher looks for patterns in student reasoning
 The teacher must plan to gather evidence throughout the lesson, not leave it
up to chance
 Students are constantly being assessed, not just on a weekly or even daily
basis
 The teacher must address learning gaps and misconceptions during
instruction
 The teacher can plan “check -in” points for the students
 The teacher must determine how to evaluate and interpret evidence without
the use of formal assessment
 The teacher uses all the information gathered in the lesson to inform where
they need to go next
3) What evidence (or lack of evidence) do you see of Ms. DiBrienza building
procedural fluency from conceptual understanding? Make sure your answer
connects the video to the reading of the practice.
 The number list demonstrates this in that there is a base skill 7+3 and
the teacher builds off of it by adding 10s and changing it up at the end
 The students used previous strategies to help them
 “Okay, how did you figure that out?”
 She gave everyone the chance to think about the problem before
talking about it
 The teacher showed the class how each student did it
4) What evidence (or lack of evidence) do you see of Ms. DiBrienza eliciting and
using student thinking in her instruction? Make sure your answer connects
the video to the reading of the practice.
 “Okay, how did you figure that out?”

 “How did you know that?”
 “Is that what you did?”
 “Is that what you were thinking?”
 The students are constantly being assessed
 A lot of the aspects of this practice involve changing and adapting
after the lesson and since this is just one video, I can’t really comment
on that part

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Class Extension #4: Parts and Practices within an Effective Math

This video is 5.5 minutes of Ms. DiBrienza working on an Opening Number

Watch the video and write your responses on this sheet.

Goal: To see how a teacher builds procedural fluency from conceptual

Practice 6) Build procedural fluency from conceptual understanding

Practice 8) Elicit and use evidence of student thinking

 “Okay, how did you figure that out?”

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