What Would You Do Next?
The What Would You Do Next? videos are videos of students thinking aloud as they work on mathematical tasks. These videos provide you with an opportunity to reflect on what the student thinking reveals about their understanding and what instructional decisions you would make based on that thinking. The original prompt and student work are available for download. There is no one, correct answer to the question "What would you do next?". Take this opportunity to brainstorm teaching strategies with your colleagues to prepare you for the variety of strategies, misconceptions, and representations that students will create during instruction.
Paul:
In this video, Paul, a grade 4 student, measures a box of markers with a measuring strip that does not show any units. He applies fractions and answers that the bottom of the box is 2/4 plus 6/8 of the bottom of the box.
Given this strip of paper, how long is the object? You may mark on this, fold it, cut it, whatever you need to do to get an accurate measurement.
[Student Prompt] [Student Work]
If you would like to try variations of this task with students, some task options are provided here:
[Teacher.docx] [Teacher.pdf]
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Small Group:
In this video, the teacher is working with a small group of students. The teacher would like to focus on precision and has chosen to begin by presenting a task on a number line to the group.
Ms. Anita asked her students to locate the fraction 5/6 on a number line shown below:
[Student Prompt] [Student Work]
If you would like to try variations of this task with students, some task options are provided here:
[Teacher.docx] [Teacher.pdf]
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Consider Paul and the small group, what do you think the students understand and do not understand about fractions? What question, task or explanation would you provide next if you were working with Paul or with the small group? Please add your ideas to the What Would You Do Next? discussions and note whether you agree or disagree with the posts from other participants.
Once you have clicked on a discussion topic, you will have the option to select a discussion area based on the first letter of your state (if you live in the US) or country (if you are joining us from outside of the US).
Paul:In this video, Paul, a grade 4 student, measures a box of markers with a measuring strip that does not show any units. He applies fractions and answers that the bottom of the box is 2/4 plus 6/8 of the bottom of the box.
Given this strip of paper, how long is the object? You may mark on this, fold it, cut it, whatever you need to do to get an accurate measurement.
[Student Prompt] [Student Work]
If you would like to try variations of this task with students, some task options are provided here:[Teacher.docx] [Teacher.pdf]
Invalid HTML tag: 'NoneType' object has no attribute 'user_id'
Small Group:In this video, the teacher is working with a small group of students. The teacher would like to focus on precision and has chosen to begin by presenting a task on a number line to the group.
Ms. Anita asked her students to locate the fraction 5/6 on a number line shown below:
If you would like to try variations of this task with students, some task options are provided here:[Teacher.docx] [Teacher.pdf]
Invalid HTML tag: 'NoneType' object has no attribute 'user_id'
Consider Paul and the small group, what do you think the students understand and do not understand about fractions? What question, task or explanation would you provide next if you were working with Paul or with the small group? Please add your ideas to the What Would You Do Next? discussions and note whether you agree or disagree with the posts from other participants.
Once you have clicked on a discussion topic, you will have the option to select a discussion area based on the first letter of your state (if you live in the US) or country (if you are joining us from outside of the US).