You can do a Problem Solving Station in your internship classroom AFTER Week 11
NOTE: If you are not currently in a classroom for your internship, you can do a problem solving task with an individual student that you have access to.
STEP 1: Introduce students to the purpose of the math thinking conversation (i.e., to show and tell the teacher how they are thinking. The strategies matter even more than the answers.)
STEP 2: Read the problem aloud & give students time to solve.
STEP 3: Ask each student how they solved the problem/how they got their answer.
(1) Listen to the entire explanation by the student before asking a follow up question.
(2) Ask clarifying questions to make sure you understand what the student did. Remember that the goal is to listen to students and understand how they are thinking, not to guide them to the correct answer.
STEP 4: Repeat Steps 2-3 for one or two more problems (as time allows). Make sure every students leaves feeling successful.
Your goal for the math thinking conversation is to find out what students understand and how they think, without your assistance. The process of problem solving is what matters, not the answer. If a student has an incorrect answer or is having difficulty explaining their thinking, you should support them to describe their thinking. But do not linger on "correctness." There is no need to show students how to solve a problem.
After your problem solving stations, take some time to reflect. If your mentor teacher is open to reflecting with you, I encourage you to reflect together on what happened. Think about what you'd like to share with the class. This is an informal share (i.e., you don't need to prepare a presentation), but you should come prepared with a specific talking point. These questions might guide your reflection and help you identify what you'd like to share with the class about your experience:
If you and your mentor teacher agree, you can do more problem solving stations or turn these types of activities into whole lessons. I'd recommend sticking with similar problem types to the ones in the lesson plan you used for the first few ones so that students become comfortable sharing their thinking and coming up with different strategies. Then, you can start to move into other problem types as appropriate.
Keep in mind that math thinking conversations are not meant for students to learn new mathematics. Instead, the focus is on explaining their mathematical thinking (so that you can assess what they know and can do, and you can build from that in your lessons). But that doesn't mean you can't give students problem types that they haven't formally learned yet. Often they can rely on the story to directly model and solve the problem.
Your textbook (Children's Mathematics) provides lots of great problems with accompanying videos that you can use for additional problem solving stations. The Downey Unified School District also has a great website for implementing CGI in your own classroom. The site includes lots of great information and CGI lesson plans by grade level.