Making Sense of One’s Own Learning: By the end of the year, after extensive practice, Mia’s students are able to engage in a conversation about parts of tens and identify different ways to compose numbers. They work with each other, demonstrate patience and support for thinking, and express enthusiasm for innovative approaches.
By the end of the year, Mia’s students have gained experience with the concept of “ten-ness.” What expansive concepts do you teach over time?
These videos are discussed in the Inside Mathematics guide "Making Sense of Learning, Mia Buljan, 2nd grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Mia Buljan's 2nd grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "making sense of learning."
Day 3: Calling learners’ attention to the structure of a problem [Understanding and Reading Problems]
Day 110: Students develop different ways of showing and describing quantities [Finding Evidence and Justifying Strategies]
Day 158: Requiring students to identify quantities and connect them to the problem [Finding Evidence and Justifying Strategies]