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Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Full access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.

Restricted access

Margaret S. Smith and Mary Kay Stein

Abstract

Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Long Description

5 Practices for Orchestrating Productive Mathematics Discussions, 2nd edition, provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model—anticipating, monitoring, selecting, sequencing and connecting—focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., Common Core State Standards for Mathematics and NCTM’s Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What’s new?

  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion

Relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.