Annotations for Rosie’s Bears

Core Idea: Patterns, functions, and algebra

Rosie’s Bears asks students to identify patterns and establish relationships between the patterns and given numbers. Students are then expected to describe the growth of those patterns as they complete the tables and extend the patterns.

CCLS Mathematics:Work with equal groups of objects to gain foundations for multiplication

2. OA.3 Determine whether a group of objects (up to 20) has an odd or even

number of members, e.g., by pairing objects or counting them by 2s; write

an equation to express an even number as a sum of two equal addends.

2. OA.4. …write an equation to express the total as a sum of equal addends.

Mathematical Practices:

  1. Make sense of problems and persevere in solving them

3. Construct a viable argument and critique the reasoning of others

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

CCLS English Language Arts

LS.1. Participate in collaborative conversations with diverse partners about

topics and texts with peers and adults in small and larger groups

LS.2. Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media.

Annotations for Rosie’s Bears

Teaching Suggestions

Listening and Speaking

#1. Understanding the task: Read the problem to the class.

A. Whole Class Response: What does Rosie do? (She collects Bears)

B. Pair Share: Have students talk in pairs to discuss the meaning of the task

C. Individual Responses: Is there anything else you would like to add?

Please raise your hand if you have something to add.

What else can we say about Rosie’s collection?

#2. Negotiate for meaning as students come to common understandings or agreements, using formal and/or informal language. For example, students may need to agree on the following:

  • Do some bears sit alone on a chair?
  • Although an illustration is provided, students may consider sitting only one per chair (they need to re-read the problem).
  • How they will describe the growth of the number of chairs in relationship to the bears.

#2. Create opportunity for mathematics discussion by asking the following:

  • How did you get that answer?
  • What were you thinking about as you solved the problem
  • Tell your partner how you worked out your solution

#3 Clarify the dual meaning of words (table is also a chart).

#3. To promote mathematics talk, have students complete the table independently

and then share with a peer. This allows for more talk, justification, and peer

teaching and learning. It is important to encourage peer-to-peer teaching as

well as peer monitoring.

  • Ask them to share out what they found about their work, their thinking, or their results.
  • Have them adjust their responses based on new information if necessary.
  • Provide a sentence frame to include in their answers. For example,
  • “ We / noticed that…”
  • “I thought ______, but after I ______
  • “ Grace solved it by______. I (did it another way/differently) ______

#4. Explain how someone else’s response and yours is correct. Sentence prompts are helpful. It helps the students struggling for words, and it provides opportunities to clarify thinking, and to communicate precisely.

  • “I think Jake’s response is incorrect. He might try ______.”
  • “Jake’s response is incorrect because______.”
  • “I can show how Jake’s answer is incorrect.”

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