The Five Practices in Practice [Elementary]: Successfully Orchestrating Mathematics Discussions in Your Elementary Classroom

"Neither a love of students nor a love of mathematics can sustain the work of math education on its own. We work with math students, a composite of their mathematical ideas and their identities as people. The five practices for orchestrating productive mathematical discussions, and these ideas for putting those practices into practice, offer the actions that can develop and sustain the belief that both math and students matter."  From the Foreword by Dan Meyer, Chief Academic Officer, Desmos  Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your elementary classrooms and learn to apply them with confidence. This follow-up to the modern classic, Five Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in action in Grades K-5 classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions. The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiry-oriented classroom. This book will help you launch meaningful mathematical discussion through  • Key questions to set learning goals, identify high-level tasks, anticipate student responses, and develop targeted assessing and advancing questions that jumpstart productive discussion—before class begins  • Video excerpts from real elementary classrooms that vividly illustrate the five practices in action and include built-in opportunities for you to consider effective ways to monitor students’ ideas, and successful approaches for selecting, sequencing, and connecting students’ ideas during instruction  • "Pause and Consider" prompts that help you reflect on an issue—and, in some cases, draw on your own classroom                   experience—prior to reading more about it • "Linking To Your Own Instruction" sections help you implement the five practices with confidence in your own instruction The book and companion website provide an array of resources including planning templates, sample lesson plans and completed monitoring tools, and mathematical tasks. Enhance your fluency in the five practices to bring powerful discussions of mathematical concepts to life in your classroom.

Table of Contents:
List of Video Clips Foreword by Dan Meyer Preface Chapter 1: Introduction The Five Practices in Practice: An Overview Purpose and Content Classroom Video Context Meet the Teachers Using This Book Norms for Video Viewing Getting Started! Chapter 2: Setting Goals and Selecting Tasks Part One: Unpacking the Practice: Setting Goals and Selecting Tasks Specifying the Learning Goal Identifying a High-Level Task That Aligns With the Goal Tara Tyus’ Attention to Key Questions: Setting Goals and Selecting Tasks Part Two: Challenges Teachers Face: Setting Goals and Selecting Tasks Identifying Learning Goals Identifying a Doing-Mathematics Task Adapting an Existing Task Finding a Task in Another Resource Creating a Task Ensuring Alignment Between Task and Goals Launching a Task to Ensure Student Access Launching a Task—Analysis Conclusion Chapter 3: Anticipating Student Responses Part One: Unpacking the Practice: Anticipating Student Responses Getting Inside the Problem Getting Inside a Problem—Analysis Planning to Respond to Student Thinking Planning to Notice Student Thinking Tara Tyus’ Attention to Key Questions: Anticipating Part Two: Challenges Teachers Face: Anticipating Student Responses Moving Beyond the Way YOU Solved the Problem Being Prepared to Help Students Who Cannot Get Started Creating Questions That Move Students Toward the Mathematical Goal Conclusion Chapter 4: Monitoring Student Work Part One: Unpacking the Practice: Monitoring Student Work Tracking Student Thinking Assessing Student Thinking Exploring Student Problem-Solving Approaches—Analysis Assessing Student Thinking—Analysis Advancing Student Thinking Advancing Student Thinking, Part One—Analysis Advancing Student Thinking, Part Two—Analysis Tara Tyus’ Attention to Key Questions: Monitoring Part Two: Challenges Teachers Face: Monitoring Student Work Trying to Understand What Students Are Thinking Determining What Students Are Thinking, Part One—Analysis Determining What Students Are Thinking, Part Two—Analysis Keeping Track of Group Progress Following Up With Students—Analysis Involving All Members of a Group Holding All Students Accountable—Analysis Conclusion Chapter 5: Selecting and Sequencing Student Solutions Part One: Unpacking the Practice: Selecting and Sequencing Student Solutions Identifying Student Work to Highlight Selecting Student Solutions—Analysis Purposefully Selecting Individual Presenters Establishing a Coherent Storyline Ms. Tyus’ Attention to Key Questions: Selecting and Sequencing Part Two: Challenges Teacher Face: Selecting and Sequencing Student Solutions Selecting Only Solutions Relevant to Learning Goals Selecting Solutions That Highlight Key Ideas—Analysis Expanding Beyond the Usual Presenters Deciding What Work to Share When the Majority of Students Were Not Able to Solve the Task and Your Initial Goal No Longer Seems Obtainable Moving Forward When a Key Strategy Is Not Produced by Students Determining How to Sequence Errors, Misconceptions, and/or Incomplete Solutions Conclusion Chapter 6: Connecting Student Solutions Part One: Unpacking the Practice: Connecting Student Solutions Connecting Student Work to the Goals of the Lesson Connecting Student Work to the Goals of Lesson Part One—Analysis Connecting Student Work to the Goals of Lesson Part Two—Analysis Connecting Student Work to the Goals of Lesson Part Three—Analysis Connecting Different Solutions to Each Other Connecting Different Solutions to Each Other—Analysis Ms. Tyus’ Attention to Key Questions: Connecting Part Two: Challenges Teachers Face: Connecting Student Responses Keeping the Entire Class Engaged and Accountable During Individual Presentations Holding Students Accountable—Analysis Ensuring That Key Mathematical Ideas are Made Public and Remain the Focus Making Key Ideas Public—Analysis Making Sure That You Do Not Take Over the Discussion and Do The Explaining Running Out of Time Running Out of Time—Analysis Conclusion Chapter 7: Looking Back and Looking Ahead Why Use the Five Practices Model Getting Started with the Five Practices Plan Lessons Collaboratively Observe and Debrief Lessons Reflect on Your Lesson Video Clubs Organize a Book Study Explore Additional Resources Frequency and Timing of Use of the Five Practices Model Conclusion Resources Appendix A—Web-based Resources for Tasks and Lesson Plans Appendix B—Monitoring Chart Appendix C—Ms. Tyus’ Monitoring Chart Appendix D—Resources for Holding Students Accountable Appendix E—Lesson-Planning Template