PBA 3

Template: Leading Mathematical Discussions Performance-Based Assessment #3

Due November 6 at 11:59 PM Use the template below for Performance-based Assessment # 3

Lesson Plan for the Number Talk

Number Talk Problem

How will you set up the activity?

Describe what you will say/do to introduce the number talk. Since you will be working with a small group of students, friends, classmates or family you’ll need to give an in-depth explanation of what to expect and what silent signals to use (e.g., thumb on chest, agree sign). See this video for inspiration and adjust according to your audience. Delete this and replace it with your plan.

Anticipated Student Strategies

List as many solution strategies as possible

Plan for Talk Moves

Look at the talk moves handout provided in Module 9 and consider how you will use them. Which ones do you want to focus on using? Your goal is to use three or more different moves a total of five times.

Wrap Up Questions

Record Talk Moves

What questions might you ask after several students have shared their methods?

Talk Moves Find examples of different talk moves you used during the discussion. Discuss each talk move up to the fifth one used in the discussion.

1) List the time stamp in your video for the talk move, 2) Explain which talk move you used (use the handout to identify the type of move) and

state the question you asked, 3) Explain the student’s response, and 4) Explain whether the talk move was effective? If you think it was effective, explain why.

If you don’t think it was effective, explain what you hoped would have happened.

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Effectiveness

Time in Video

Talk Move (Name and what you said) Student Response

Self-Reflection • Use the following questions to guide your reflection.

o How did the number talk go? Give a brief overview of what happened. o Evaluate your use of talk moves. o What were your strengths? What do you need to work on more?

Write your reflection here.

Self-Assessment ● Review your work and assess yourself on indicators A-C below. ● Change the color of the cell or text to show which level (1, 2, or 3) corresponds with the

quality of your work. ● Write an explanation for why you selected the rating you did. Make connections

between the rubric and your work.

Effectiveness

Course Objective # 3: I can facilitate meaningful mathematical discourse.

1 2 3

A: Type of Talk Moves

I can use one or no talk moves during a

discussion.

I can use two different talk moves during a

discussion.

I can use three different talk moves during a

discussion.

Explanation:

B: Number of Talk Moves

I can integrate less than two talk moves appropriately into a

discussion.

I can integrate three or four talk moves

appropriately into a discussion.

I can integrate five talk moves appropriately

into a discussion.

Explanation:

C: Explaining Talk Moves

I can rarely explain the effectiveness of the talk moves I use.

I can sometimes explain the

effectiveness of the talk moves I use.

I can explain the effectiveness of the talk

moves I use.

Explanation: