Find answers, ask questions, and connect with our
community around the world.

  • Kyle Pearce

    Administrator
    January 20, 2020 at 5:19 pm

    I would simply make the context through story…

    “On the weekend, I went to get some ice cream with my two kids… for 3 ice cream cones, they charged us $4.50…”

    Then, I’d go on to ask them (without calculators, but with any drawn models and/or concrete tools they’d like to use):

    “How much would you expect to pay for 6 ice cream cones?”

    Give students wait time… ask them to only raise a thumb (or other discrete indicator) that they have 1 or more strategies to share… I also avoid eye contact for a bit, but I do circulate around the room to see what strategies may be emerging to help me select/sequence student approaches for sharing…

    Then, I ask someone to share their answer only… We write it down (just symbolically)… ask for students who agree… using the “thumb-pinky hand shake” to indicate they agree… Then I ask for a student to help convince us why that answer works. It might be the student who shared the answer or it might be someone else.

    In this scenario, I will try to model either on a double number line or in a ratio table…

    ​How does this sound so far?