Math
 
Location: IAKSS | Example WODB
https://sites.google.com/smusd.org/mathtalksforslides/which-one-doesnt-belong
• Display the image set to students with the prompt, "Which One Doesn’t Belong?"
• Give 2-3 minutes of think/write time
• You can ask students to pick why ONE doesn’t belong, or you could ask them to come up with a reason why EACH one doesn’t belong (that’s my personal favorite, so more time to take attendance)
• Provide sentence stems for students, “A doesn’t belong because ...” “ˆ doesn’t belong because...” etc.
• Ask students, “Who wants to tell us why one of these doesn’t belong?”
• Scribe the student's reasoning on the board
• KEY FACILITATION POINT: Ask, “Does anyone have another reason why that same one doesn’t belong?” and scribe any reasoning on the board – Asking this question instead of just moving on to the next image will really help students see that there are many correct answers!
• Be sure to celebrate the reasoning of all students! Especially if you get a student participating who usually doesn’t participate!
• Once you’ve gotten a few responses for that first image, ask students, “Who has another reason why one of the others doesn’t belong?”
• Scribe the student's reasoning on the board and repeat the process until you’ve gotten multiple reasons for each image.
The key idea with Which One Doesn’t Belong is that it has an entry point for all students and is an activity with multiple correct answers, making it a very safe activity to participate in.
The point of this activity structure is to help students recognize that there are multiple correct answers and that their answer is valued. The first time you facilitate WODB with your students, it might be a little slow and quiet, but they are going to hear what their classmates say, and they are going to hear you validating every single student, and that will help them feel incredibly empowered to participate in your class during this activity and beyond.
Tip to help EL students (and all students) –
Add Labels. You’ll notice that I’ve added the labels A, B, C, and D. This helps make the activity more accessible for multilingual learners, and I encourage you to label your image sets as well.
Instead of having to say, “the upper right doesn’t belong because...” students can say, “B doesn’t belong because...” and it helps eliminate a barrier to participation.
https://sites.google.com/smusd.org/mathtalksforslides/which-one-doesnt-belong
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Math
Location: IAKSS |
Now, if you are like me and have used this method multiple times in your classroom, you might be ready for something new??
You might try this new twist:
In the Reimagined WODB, ask students to find relationships between and among the figures.
Rather than looking for reasons to isolate one figure from the other three, ask students to find a variety of ways to CONNECT them! Be sure to work through the puzzles yourself to make sure there are tie for two, thread for three, and fit for four! See the links attached for great ideas to use with students.
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Attachments
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 full-mtlt-118-6-g001 (1).jpg (118KB - 13 downloads)
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Which One Doesn't Belong (Math Routine/Starter) location
