This week’s video is from Sue O'Connell's On-Demand Course Putting Practices into Action.

Are there problems that require more perseverance than others? Depending on the phrasing, a math question can morph into a richer problem, requiring students to think beyond a quick response.

Consider the difference in wording between the first and second (richer) problems below.

Problem A: Jan had 2 oranges and John had 3 oranges. How many oranges did they have?

Problem B: Jan and John had 5 oranges. How might they have shared them?

Sue O’Connell shows us how to invite students to persevere by framing a problem as a situation that can be approached and solved multiple ways. In the video below, watch how her questioning pushes students to visualize themselves at a carnival, placing themselves in this real-world problem solving moment with the ultimate motivation: winning a prize!

 

 

 

 

 

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Could you feel the energy in student conversation? After using modeling and questioning techniques, Sue O’Connell passed this process on to the students, allowing them to engage in deeper thinking about the multiple approaches and solutions to the problem.  In the end, students had the opportunity to think deeply, discuss with a partner, test solutions and analyze the results.

Looking to dig deeper into practical strategies that can bring standards alive in your classroom? This video clip is one of more than 40 clips available through Putting Practices into Action, an On-Demand Course powered by the Heinemann Digital Campus.

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