Problem Solving – Identify

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

Cognitive Pathway Assessment: 

• If they have a problem solving pathway in place, is it efficient? What needs to be adjusted to meet the expectations of “SOLVE”
• Assess teacher knowledge and experiences with the SMPs and their problem solving pathway (if they have one) to date.

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

Number of Teachers
Visit Day Schedule:

When do they teach math and when is common and individual planning?

Structure of Math Block:

Where was problem solving evident during the needs assessment? (i.e. teacher/student modeling with annotation, teacher using questioning to encourage discourse, etct.) 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

Assessment of the Problems Used for Problem Solving: 

Are the problems being used standards aligned and culturally relevant, and if not how is that being addressed?

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 (from what Lisa created years ago for 2 and 3 point questions)

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 Practices

• Introducing a cognitve pathway/SOLVE Training
  
• MLR/Irs/HYS : Three Reads, Capturing Quantites, 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
  
• 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.

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 Practices

• MLR/Irs/HYS : Three Reads, Capturing Quantites
• Operation Word Wall Creation
• Estimation training/discussion
• 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.

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 Practices

• 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
• 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.
  

Communicate reasoning with others

Use correct mathematical language

Apply calculations correctly

Appropriately apply correct symbol use and labeling

Coaching Practices

• 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)
• 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.