Series: Content Conversations: Strategies for ELLs
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.2.NBT.B.5
Common core State Standards
 Math: Math
 2: Grade 2
 NBT: Number & Operations in Base Ten
 B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
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Thought starters
 What tools does Ms. LaCour use to support her ELL students?
 What are the benefits of having students lead the number talk?
 How do number talks encourage students to try new math strategies?
In Partnership With:
School Details
Acorn Woodland Elementary School1025 81st Avenue
Oakland CA 94621
Population: 296
Data Provided By:
Teachers
Monique LaCour
Newest
TCH Special
Grades 612, All Subjects, Civic Engagement
Teaching Practice
All Grades / All Subjects / Collaboration
Sela Hanson Mar 30, 2019 4:40pm
This video opened my eyes to many effective teaching strategies. I loved that she had students working in groups and reasoning with each other. That collaboration helps them become more comfortable within their classroom, but also encourages them to try new strategies and explain their ideas to their peers. The students are picking up on many beneficial skills by spending their class time this way. I also liked how she had students reflect on their work after the activity. By reflecting and hearing explicitly what their expectations are, students are reminded of how they can improve for the next time they meet. I loved this video and learned so much by watching!
Kevin Blair Mar 23, 2019 5:24pm
Our district made a push for math talks this year, but in a slightly different way. The district was looking for the middle and high schools to just get kids talking, even the kids with low skills. So the idea was to put an image or images on the board and have kids explain how the images were similar or different, something about the images or something else nonthreatening to get everyone a chance at success to begin the class.
Barb Wilson Mar 19, 2019 2:18pm
I loved watching this video! Ms. LaCour did a wonderful job of setting her students up to be successful in both math and language experiences. In the beginning, she was positive as she reviewed what the expectations were of the students, while also giving them the opportunity to read and vocalize the expectations. She provided scaffolding with the use of sentence frames to enable ALL students at all levels of English proficiency to be able to participate. Having the students work in small groups, having obviously been taught how to accept and encourage each other was so beneficial to those students that may lack confidence and be afraid to take risks. The students did a great job of solving their problems and were easily able to share explanations of their thinking.
Daniel Lopez Mar 17, 2019 9:10pm
I enjoyed watching this activity. Ms. LaCour promotes learning in different ways, she sets up the learning tone of the lesson before getting started. Ms. LaCour gets sentences frames ready before the talking activity to support ELLs. She states the learning goal and makes sure everyone understands it.
One of the benefits of having students lead the talk is that it promotes language development. Another advantage is that this “in charge” experience gives them the opportunity to see what works. At the end of the activity, students share ways how the activity could be improved the next time, which becomes their own assessed reflection of it.
This is an engagement activity, all students had the opportunity to talk and share their thoughts. The conversation keeps everyone engages and learning, this what makes this a valuable strategy.
Willis Harte Mar 17, 2019 8:37pm
I liked this video, which reminded me a little of my own education in the 1970s (at least what I now remember) in an "open classroom" that encouraged discussion and interaction. Of course, it would have been neat if one of the students had done the subtraction problem 12365 using place value as follows: 3 minus 5 is 2; 20 minus 60 is 40; 100 minus 0 is 100; 100402 is 58. Voila! Anyhow, this method is seldom taught. Something I did notice was that one of the boys had to count on his hands when adding 5 and 2. You would think that students doing 3digit subtraction would have already mastered single digit addition, but maybe this young man was just having a bad day. I like the self reflection, as well as what appeared to be parity between boys and girls when it came to leading discussion in groups. So often, boys can be allowed to dominate at the expense of the girls. Glad everyone's getting a chance to show their stuff. Firstrate teaching.