![]() ![]() (If 9 + 17 was the first question, 9 + 27 or 19 + 17 might be good followups.) ![]() The teacher then has the option to ask a followup questions that builds on the last. Ideally, by the end of the discussion, the class should have a list of 3-6 different approaches to the problem, plus a consensus as to what the correct answer is. Students explain (from their seat) while the teacher writes the steps they describe on the board. Once all solutions are written down, the teacher asks students to explain how they got their solution. She writes down all solutions none are given preferential treatment, and she doesn’t say whether they are right or wrong. This means that everyone can keep thinking about the problem even after they have the answer.Īfter enough time has passed that everyone or nearly everyone has a solution, the teacher asks students what their solution are. If students can come up with a second way to solve the problem, they hold up a second finger at their chest. This prevents a small batch of quick students from shutting everyone else down. They show the teacher whether they have the answer by (quietly) giving a thumbs up at their chest. It can be as simple (like 9 + 17) or complex (500 ÷ 24) as long as it is appropriate as a mental math problem for the class.
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