NTN Methodologies Coaching Resource Problem Solving – IDENTIFY

Encourages students to apply mathematical reasoning and strategies to complex, real-world, and abstract problems.

ATLAS Indicators to Look For: SMP 1, 2, 4, 6

Cognitive Pathway Assessment: 

Problem-Solving

  • Do you currently have a problem-solving pathway in place?
  • How effective do you find the current cognitive pathway in addressing student needs (as it relates to the desired behaviors of the SMPs)?
  • What specific adjustments do you believe are necessary to align the current problem solving strategy with the expectations of “SOLVE”

Knowledge and Experience with SMPs

  • How familiar is the teacher(s) with the Standards for Mathematical Practice (SMPs)?
  • What experiences has the teacher(s) had in implementing these SMPs in their classroom?
  • In what ways has the teacher(s) understanding of the SMPs influenced their current problem-solving strategy, if applicable?
  • What challenges has the teacher faced in integrating the SMPs into their problem-solving approach and daily instruction?
  • Are the problems being used standards aligned and culturally relevant, and if not how is that being addressed?

Number of Visits: At least 1 visit per month (about 9 visits)

Structure of Math Block:

Where was problem solving evident during the classroom visit? (i.e. teacher/student modeling with annotation, teacher using questioning to encourage discourse, etc.) Was there a missed opportunity?

Classroom Setup:

Is there a student reference for the cognitive pathway that they use (posters); Word walls up, student access to a reference point for mathematics language; seating arrangement feasible for students to get in groups and pairs easily

What could the data points be: 

  • ATLAS Data
  • Student work Samples on open ended  questions
  • Summative assessments
  • Formative assessments
  • Teacher/coach created rubrics (from curricular resource)
  • State Rubrics for problem solving (i.e. MD modeling and reasoning standards)
  • NTN Created Peer Reflection Rubrics

Additional considerations:

  • Number of Teachers?
  • Visit Day Schedule?
  • When do they teach math and when is common and individual planning?

NTN Partnership Rubric:

SMP 1 Indicators:

  • Identify the question (Step S)
  • Explain the meaning of what the problem is asking (Step S)
  • Analyze information (Step O)
  • Line up a plan (Step L)
  • Use/understand multiple strategies/representations to solve (Step V)
  • Evaluate and reevaluate progress throughout problem solving situations
  • Check to see if the answer made sense (Step  E)
  • Check for accuracy (Step E)
  • Check for reasonableness (Step E)
  • Justify reasoning  with others

Coaching Focus Areas

  • Introducing a cognitive pathway/SOLVE Training
  • MLR/Irs/HYS :
    • Three Reads
    • Capturing Quantities
    • Stronger and clearer
    • Discussion Supports
    • 5 practices
    • Distributive Summarizing
  • Operation Word Wall Creation
  • Estimation training/discussion
  • “Just In Time” Content Training (CPA)
  • Modifiying existing pathway to beef up to SOLVE
  • Math Teaching Practices:
    • MTP 2:Implement tasks that promote reasoning and problem solving.
    • MTP 3: Use and connect mathematical representations.
    • MTP 4: Facilitate meaningful mathematical discourse.
    • MTP 5:Pose purposeful questions.
    • MTP 7:Support productive struggle in learning mathematics.
    • MTP 8:Elicit and use evidence of student thinking.

SMP 2 Indicators:

  • Create a plan to solve a problem based on the meaning of the quantities
  • Use context clues to solve using symbols (operation word wall)
  • Determine reasonableness of solution within context of problem
  • Justify math strategy used as most efficient method

Coaching Focus Areas

  • MLR/IRs/HYS :
    • Three Reads
    • Capturing Quantities
  • Operation Word Wall Creation
  • Estimation training/discussion
  • Math Teacher Practices:
    • MTP 3: Use and connect mathematical representations.
    • MTP 4: Facilitate meaningful mathematical discourse.
    • MTP 5:Pose purposeful questions.
    • MTP 7:Support productive struggle in learning mathematics.
    • MTP 8:Elicit and use evidence of student thinking.

SMP 4 Indicators:

  • Describe relationship of facts in a problem
  • Represent real world situation mathematically
  • Apply facts to find solution to a problem
  • Reevaluate and redesign plan as needed when solving

Coaching Focus Areas

  • MLR/IRs/HYS :
    • Discussion Supports
    • 5 practices
    • Distributive Summarizing
  • Operation Word Wall Creation and Concept Based Word Wall
  • “Just In Time” Content Training (CPA)
  • Creating access points for students/Scaffolding
  • Math Teacher Practices:
    • MTP 2:Implement tasks that promote reasoning and problem solving.
    • MTP 3: Use and connect mathematical representations.
    • MTP 4: Facilitate meaningful mathematical discourse.
    • MTP 5:Pose purposeful questions.
    • MTP 7:Support productive struggle in learning mathematics.
    • MTP 8:Elicit and use evidence of student thinking.

SMP 6 Indicators:

  • Communicate reasoning with others
  • Use correct mathematical language
  • Apply calculations correctly
  • Appropriately apply correct symbol use and labeling

Coaching Focus Areas

  • MLR/IRs/HYS :
    • Stronger and clearer
    • Discussion Supports
    • 5 practices
    • Distributive Summarizing
  • Operation Word Wall Creation and concept based word wall
  • Use of Graphic Organizers
  • “Just In Time” Content Training (CPA)
  • Math Teaching Practices:
    • MTP 4: Facilitate meaningful mathematical discourse.
    • MTP 5:Pose purposeful questions.
    • MTP 7:Support productive struggle in learning mathematics.
    • MTP 6:Build procedural fluency from conceptual understanding.
    • MTP 8:Elicit and use evidence of student thinking.

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