Overview

Purpose

To allow students to get inside of a context before feeling pressure to produce answers, to create space for students to produce the language of mathematical questions themselves, and to provide opportunities for students to analyze how different mathematical forms can represent different situations. Through this routine, students are able to use conversation skills to generate, choose (argue for the best one), and improve questions, problems, and situations as well as develop meta-awareness of the language used in mathematical questions and problems. Teachers should push for clarity and revoice oral reponses as necessary. 

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Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit