This strategy helped the students get comfortable with their reasoning to

# This strategy helped the students get comfortable

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and talk strategy. This strategy helped the students get comfortable with their reasoning to justify the pattern they believed matched the addition equations on the white board. This strategy helped the students to first think quietly to themselves. During this time students were able to explore their thinking. As students talked out loud, they shared their own ideas with their peers and then learned new ideas from their peers. During this time students were also able to justify their arguments to their peers and eventually their teacher. The turn and talk strategy fostered as a welcoming environment for the students in the video and therefore allowed them to share their reasoning more comfortably. a. Explain how the teacher’s implementation of the described strategy was effective in achieving the goal, using examples from the video. The teacher used the turn and talk strategy to effectively help his students reach the learning goal of reasoning and justifying arguments. In the beginning of the lesson, the teacher explained to the students that having private think time was very important so that everybody could think about his questions and not just one student responding. In this moment, the teacher left the floor open to welcome all thoughts and did not jump to the right answer therefore students were able to think about the similarities and differences in the given problem sets as well as identifying patterns and
reasoning through them. After having some think time, the teacher allowed the students to turn and talk to a partner to begin sharing observations. For example, students began sharing with their partners at 1:27. The following comments were made, “Ten, eleven, twelve, and five, six, seven. Cause it’s the same in the rolls. One and five are the same.” In some instances, the teacher had some students share with him their thinking. At 1:36, a student begins sharing with the teacher that one and five are the same in the rows. There is no right or wrong answer, instead the teacher listens to the student share. By being able to verbally express their thinking, students effectively met the goal of reasoning and justifying their thinking. 2. Explain how the teacher’s use of feedback encouraged student mathematical thinking, using specific examples from the video. The teacher noticed that through those initial conversations and sharing moments, the students quickly began noticing the patterns. In one instance a student went up to the whiteboard to explain their mathematical thinking. For example, at 3:02, a student went up to point out the pattern that it begins with; five then six then seven. The teacher proceeds to ask the same student, “What number do you thinks going to go here Kim?” The student answers 8 with no hesitation. The teacher proceeds to plug in the 8 to the pattern taking input from students to complete the new problem set and includes the next number in the pattern, 9. At 3:40 the teacher begins to