Series Success at the Core: Active and Exploratory Instruction: The Big Brain: A Cooperative Learning Protocol
Math.Practice.MP3
| Common core State Standards
- Math: Math
- Practice: Mathematical Practice Standards
-
MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.Practice.MP6
Common core State Standards
- Math: Math
- Practice: Mathematical Practice Standards
-
MP6: Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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Discussion and Supporting Materials
Thought starters
- How does the Big Brain Protocol encourage cooperative learning?
- How would you describe the students' role in this classroom?
- How would you describe the teacher's role?
School Details
Wilson Middle School902 South 44th Avenue
Yakima WA 98908
Population: 847
Data Provided By:
Teachers
Barbara Cleveland
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4 MIN
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5 MIN
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5 MIN
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English Language Arts
6 Comments
Carrie Jalonen Nov 14, 2017 2:20pm
barbara goemans May 5, 2017 8:13pm
Cassie Elliston Oct 16, 2014 12:30pm
Amanda Brooks Aug 12, 2014 9:27pm
Lisa Reyes Jul 21, 2014 7:39pm