What is the purpose of noticing and wondering?
What is the purpose of noticing and wondering?
Noticing and wondering is a tool to help students: Understand the story, the quantities, and the relationships in the problem. Understand what the problem is asking and what the answer will look like. Have some ideas to begin to solve the problem. This means that at the end of a noticing and wondering sessions, students should be able to:
How to solve the I notice, I wonder problem?
The solution: Use the basic “I Notice, I Wonder” Brainstorm, but include only the mathematical scenario. Leave out the question, and even some key information for solving the problem. Only after all students have participated and understand the scenario thoroughly do you reveal the question.
What does ” I was wondering if / whether ” mean?
I was wondering if/whether. From Longman Dictionary of Contemporary English. I was wondering if/whether. I was wondering if/whether a) spoken. ASK FOR something/ASK somebody TO DO something. used to ask someone politely to help you I was wondering if I could borrow your car?
How can noticing and wondering help your students?
Noticings and wonderings are great tools for checking your work at the end of the problem. Students don’t have to ask, “Am I correct?” They can look at their noticing, wondering, and estimates to make sure they were accountable to all the information in the problem. And noticing and wondering is a skill students can get better at.
Noticing and wondering is a tool to help students: Understand the story, the quantities, and the relationships in the problem. Understand what the problem is asking and what the answer will look like. Have some ideas to begin to solve the problem. This means that at the end of a noticing and wondering sessions, students should be able to:
The solution: Use the basic “I Notice, I Wonder” Brainstorm, but include only the mathematical scenario. Leave out the question, and even some key information for solving the problem. Only after all students have participated and understand the scenario thoroughly do you reveal the question.
Noticings and wonderings are great tools for checking your work at the end of the problem. Students don’t have to ask, “Am I correct?” They can look at their noticing, wondering, and estimates to make sure they were accountable to all the information in the problem. And noticing and wondering is a skill students can get better at.
How to answer’tell me about a problem you solved’?
The interviewer knows that you worked on a team, so you don’t have to stumble over your story or interrupt yourself to say “Of course, I was only able to solve the problem because of my amazing teammates.” That goes without saying. Just tell your problem-solving story and be proud of yourself for jumping in to make a positive impact way back when.
What’s the best way to notice a problem?
Draw a Picture: Have each student draw a sketch that they think shows what happens in the problems. They should sketch first and then label their picture. Students can then use their sketches to say the problem in their own words to a partner or small group. III. Are We Done Noticing and Wondering Yet?
What should students do at the end of noticing and wondering?
This means that at the end of a noticing and wondering sessions, students should be able to: Tell the story of the problem in their own words. Give a reasonable estimate or high and low boundaries for the answer. Work independently on carrying out steps or generating more data toward solving the problem.
Draw a Picture: Have each student draw a sketch that they think shows what happens in the problems. They should sketch first and then label their picture. Students can then use their sketches to say the problem in their own words to a partner or small group. III. Are We Done Noticing and Wondering Yet?
This means that at the end of a noticing and wondering sessions, students should be able to: Tell the story of the problem in their own words. Give a reasonable estimate or high and low boundaries for the answer. Work independently on carrying out steps or generating more data toward solving the problem.